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Samenhang tussen docententeams en veranderingsbereidheid in het hoger beroepsonderwijs. Een studie naar het antwoord op de vraag of teamkenmerken, klimaat waar binnen teams werken en leerprocessen in teams samenhangen met de veranderingsbereidheid van docenten.

Melsert, Hylke (2012) Samenhang tussen docententeams en veranderingsbereidheid in het hoger beroepsonderwijs. Een studie naar het antwoord op de vraag of teamkenmerken, klimaat waar binnen teams werken en leerprocessen in teams samenhangen met de veranderingsbereidheid van docenten.

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Abstract:This study answers the question which factors are related to the willingness to change of teachers at universities of applied sciences. The target group of this study consists of 213 teachers from University of applied sciences Rotterdam, divided into nine course departments of the Institution of Healthcare. The information was gathered by a questionnaire to 109 respondents. Earlier research shows, that the willingness to change is the foundation to the behavior that results to that change. (Ajzen, 1991; Holt, et al., 2007; Metselaar, 1997). Therefore, the willingness of teachers to change is an important starting point for renewal and innovation in education. But this willingness to change does not arise on its own and is related to certain variables (Anseel & Devloo, 2009; Bolhuis & Simons, 1999; Bouckenooghe, 2008). The variables examined in this study are: the characteristics within the teaching team, the climate wherein this team works and the learning process within the teaching team. The study shows that the policy regarding changes, as part of the organizational climate wherein the teaching team works, is significantly correlated to the willingness to change. This correlation has a positive course. Also the number of years a teacher works for the University of Applied Sciences Rotterdam, as part of the characteristics of the teaching team, has a significant correlation with the willingness to change. However, this correlation has a negative course. In this study, these factors together have a significant explanatory value of 27% for the difference of the willingness to change. Correlation with the willingness to change of the teacher shows in the target group with the following factors: decision-making and involvement (variable characteristics of the teacher team), support coaching and process (variable organizational climate), reflection and advice (variable learning processes within teaching teams), age of the teacher and the number of years a teacher works within the teaching team. However, no explanatory value correlated with the willingness to change was found for these factors. The study was conducted from the perspective of the teaching team and the willingness to change of the teaching team. The study shows that at the target group the team level has no role in the extent to which a teacher is willing to change.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/62340
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