The influence of the renewed supervising system of the Dutch Inspectorate of Education on teacher autonomy, protocolization and perceived educational quality
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2019-08-21
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en
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Abstract
The Dutch Inspectorate of Education has recently (2017) launched a new supervising system to evaluate the educational quality of secondary schools in the Netherlands. In this new system, a division is made between principle-based regulation and rule-based regulation. The aim of this study was to examine 1) whether the type of regulation has an effect on teacher autonomy, 2) whether protocolization has a negative effect on teacher autonomy, 3) whether the type of regulation has an effect on protocolization, 4) whether protocolization is a mediator in the relationship between the type of regulation and teacher autonomy, and 5) whether teacher autonomy has a positive effect on perceived educational quality. Survey analyses demonstrated that a) the type of regulation has an effect on teacher autonomy, b) protocolization has a negative effect on teacher autonomy, c) the type of regulation does not have an effect on protocolization, d) protocolization is not a mediator in the relationship between the type of regulation and teacher autonomy, and e) teacher autonomy does not have an effect on perceived educational quality (although a positive effect for the principle-based regulated schools was found). Practical implications and suggestions for future research are discussed.
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Faculteit der Managementwetenschappen