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The well-being of teachers in Flanders: The importance of a supportive school culture

(2007) Educational Studies. 33(3). p.285-298
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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

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Chicago
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.
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.
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. OXFORDSHIRE, ENGLAND: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD; 2007;33(3):285–98.
MLA
Aelterman, Antonia, Nadine Engels, Karen Van Petegem, et al. “The Well-being of Teachers in Flanders: The Importance of a Supportive School Culture.” Educational Studies 33.3 (2007): 285–298. Print.
@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},
}

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