Page 178 - Demo

Engelse samenvatting176all levels in Dutch education (basic vocational track, advanced vocational track, and theoretical track of preparatory secondary vocational education (vmbo), senior general secondary education (havo), and pre-university education (vwo)), an even distribution across the country and an even distribution in terms of the degree of urbanization. The questionnaires were completed by 413 teachers from 24 schools. Factor analyses were performed to determine the factor structure of the questionnaire. Subsequently, multilevel analyses were performed.ResultsWith regard to the first research question, we first see that at schools with an explicit vision, the degree of shared school vision is greater than at mainstream schools without an explicit vision. This was initially apparent from the exploratory study in chapter 3 of this dissertation, in which Waldorf teachers indicated more than mainstream school teachers that they share the vision of the school, because it fits their own values and beliefs (Skaalvik & Skaalvik, 2011). Almost all Waldorf teachers interviewed said they identify with the anthroposophical vision of the school and the fact that the school’s goal is to help students “become who they are”. They endorse the Waldorf pedagogy, which is built on the triad of ‘thinking, feeling and wanting’ (also referred to as ‘head, heart and hands’). Sharing the school vision in Waldorf therefore goes further than “just agreeing with a good idea” (Isaacson & Bamburg, 1992, p. 42). In mainstream schools, the sharing of the school vision by some teachers seems to be more like this kind of agreement. In the quantitative follow-up studies, we found confirmation for the results of the qualitative study and it appeared that for a shared school vision it does not matter whether the stated vision is based on philosophy and/or on pedagogical views: the differences between mainstream schools on the one hand and Waldorf schools, Reformed schools and traditional educational renewal schools on the other hand were significant when it comes to the extent to which the school vision is shared. Looking specifically at the perception of shared school vision of teachers in different career phases, the analyses in chapter 4 show that mid-career teachers (15-24 years of work experience) in traditional educational renewal schools (with an explicit pedagogical vision) and Reformed schools (with an explicit philosophical vision), experience a no greater shared school vision than teachers in this career phase at mainstream schools. At this stage, the only difference in the perception of a shared school vision is between Waldorf teachers and mainstream school teachers. This can be explained by Ester Moraal.indd 176 22-09-2023 16:13