Achieving professional agency for school development in the context of having a PhD scholarship. An intricate interplay

Helma Oolbekkink-Marchand*, A van der Want, Harmen Schaap, Monika Louws, Pauline Meijer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development and research culture. The interplay between personal and social resources we found influences teachers achieving of professional agency. Implications for future research include more in-depth analysis of this interplay of resources in achieving agency.
Original languageEnglish
Article number103684
Number of pages10
JournalTeaching and Teacher Education
Volume113
Early online date2022
DOIs
Publication statusPublished - May 2022

Bibliographical note

Funding Information:
This work was supported by The Netherlands initiative for Education Research NRO [grant number 405-14-403 ].

Publisher Copyright:
© 2022 The Authors

Keywords

  • PhD scholarship
  • Professional agency
  • School development
  • Secondary education
  • Teacher research

Fingerprint

Dive into the research topics of 'Achieving professional agency for school development in the context of having a PhD scholarship. An intricate interplay'. Together they form a unique fingerprint.

Cite this