School leaders’ perspectives on government-initiated changes in Flemish secondary schools

2019-11-01
This paper explores the perspectives of Flemish secondary school principals and coordinating principals on the government-proposed changes and uncovers their experiences with these changes in an in-depth manner. In a school system characterised by school freedom and free school choice, semi-structured interviews with 21 school leaders revealed the significance of school autonomy to create bottom-up solutions to the change-related problems. However, infrastructure, monetary resources, teacher, and parent reactions sometimes proved to be obstacles, jeopardised effective implementation, and affected the leaders’ workload extensively. The results showed the critical roles played by the school principals to satisfy the change-related needs of the staff and motivate them for change. The findings collectively suggest the need for more attention devoted to 1) the human side of the change, 2) greater support provided throughout the process, and 3) a loose connection between politics and change-related decisions.
Journal of Educational Administration and History

Suggestions

Quality of Education in Rural Schools A Needs Assessment Study Ankara Kalecik Sample
Taneri, Pervin Oya; Engin Demir, Cennet (2011-04-01)
This study aims to examine the quality of education provided by elementary schools in Kalecik, a rural district of Ankara, from the perspectives of administrators, teachers, and students. The participants of the study were 3 administrators, 33 teachers, and 212 students from 6th, 7th, and 8th grades chosen from 3- elementary school. Data related to school facilities, students’ educational expectations, teacher characteristics, school climate and education quality, parent involvement, curriculum implementati...
Student teachers views of practicums teacher training placements in Turkish and English contexts a comparative study
Hugh, Busher; Gündüz, Müge; Çakmak, Melek; Tony, Lawson (2015-05-01)
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investi...
Teachers' perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching-learning activities
Yıldırım, Ali; Kasapoglu, Koray (2015-12-01)
This study investigates the relationship between teachers' perceptions of the implementation of constructivist teaching-learning activities and of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and of the implementation of constructivist teaching-learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review ...
Modeling technology integration of teachers: the role of school climate and leadership
Yurttav, Hakkı; Kondakçı, Yaşar; Department of Educational Sciences (2020)
The purpose of this study is to examine the relationship between school climate, leadership and technology integration of teachers. The variables of the study were classified at three levels as school climate, leadership and technology integration. Within the scope of the study, teacher collaboration, trust in school principal and enabling school structure are the school climate based variables, and technology leadership is the leadership-based variable. The population of the study consists of teachers work...
Teachers’ ICT use in Turkey, Finland and South Korea: a multi-case study
Çiçek, Filiz; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2019)
This study aimed to investigate the differences and similarities amongst Turkish, Finnish and Korean education systems in terms of the aspects affecting teachers’ ICT use in the classroom within the boundaries of a Multi-Level Ecological Perspective (Zhao & Frank, 2003). The purpose of creating a comprehensive understanding of the aspects that enable or inhibit teachers’ educational ICT-related practices across national, school and classroom level environments led the study. To achieve this purpose, a compa...
Citation Formats
M. Zayim Kurtay, “School leaders’ perspectives on government-initiated changes in Flemish secondary schools,” Journal of Educational Administration and History, pp. 0–0, 2019, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/70052.