The well-being of teachers in Flanders: The importance of a supportive school culture
- Author
- Antonia Aelterman (UGent) , Nadine Engels, Karen Van Petegem (UGent) and Jean Verhaeghe (UGent)
- Organization
- Abstract
- Research on the well-being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school-related conditions relevant for teachers' professional well-being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3-12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-523241
- MLA
- Aelterman, Antonia, et al. “The Well-Being of Teachers in Flanders: The Importance of a Supportive School Culture.” Educational Studies, vol. 33, no. 3, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2007, pp. 285–98.
- APA
- Aelterman, A., Engels, N., Van Petegem, K., & Verhaeghe, J. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285–298.
- Chicago author-date
- Aelterman, Antonia, Nadine Engels, Karen Van Petegem, and Jean Verhaeghe. 2007. “The Well-Being of Teachers in Flanders: The Importance of a Supportive School Culture.” Educational Studies 33 (3): 285–98.
- Chicago author-date (all authors)
- Aelterman, Antonia, Nadine Engels, Karen Van Petegem, and Jean Verhaeghe. 2007. “The Well-Being of Teachers in Flanders: The Importance of a Supportive School Culture.” Educational Studies 33 (3): 285–298.
- Vancouver
- 1.Aelterman A, Engels N, Van Petegem K, Verhaeghe J. The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies. 2007;33(3):285–98.
- IEEE
- [1]A. Aelterman, N. Engels, K. Van Petegem, and J. Verhaeghe, “The well-being of teachers in Flanders: The importance of a supportive school culture,” Educational Studies, vol. 33, no. 3, pp. 285–298, 2007.
@article{523241,
abstract = {{Research on the well-being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school-related conditions relevant for teachers' professional well-being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3-12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level.}},
author = {{Aelterman, Antonia and Engels, Nadine and Van Petegem, Karen and Verhaeghe, Jean}},
issn = {{0305-5698}},
journal = {{Educational Studies}},
language = {{eng}},
number = {{3}},
pages = {{285--298}},
publisher = {{ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD}},
title = {{The well-being of teachers in Flanders: The importance of a supportive school culture}},
volume = {{33}},
year = {{2007}},
}