Dutch boards governing multiple schools: navigating between autonomy and expectations

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-07-11 DOI:10.1080/13632434.2021.1945024

Lars Stevenson, M. Honingh, A. Neeleman

引用次数: 1

Abstract

ABSTRACT Over the last decade the governance of primary and secondary schools in the Netherlands has by no means become simpler. This paper sketches recent policy developments and their consequences for the leadership of Boards of Multiple Schools (BMSs) and their school leaders. Thereof we describe the challenges BMSs in the Netherlands currently face to enhance educational quality. However, the existence of a wide variety of school board types and a lack of research into BMSs prevent a solid evidence base on how the leadership of school boards contributes to improving the quality of education in the schools they run. As the interaction between school leaders and boards is understudied we make a plea for a research agenda that does justice to challenges for school leadership in multi-school systems.

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管理多所学校的荷兰董事会:在自主与期望之间寻找方向

在过去的十年中，荷兰中小学的管理并没有变得简单。本文概述了最近的政策发展及其对多校董事会(bms)及其学校领导的影响。因此，我们描述了荷兰bms目前在提高教育质量方面面临的挑战。然而，各种各样的学校董事会类型的存在以及对管理管理系统的研究的缺乏，阻碍了对学校董事会的领导如何有助于提高其所经营学校的教育质量的可靠证据的基础。由于学校领导和董事会之间的相互作用尚未得到充分研究，我们呼吁制定一个研究议程，以公平对待多学校系统中学校领导面临的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.