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Collaborative approaches: studying horizontal and vertical working relations in schools and how they relate to collaborative-innovation practices.

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Title: Collaborative approaches: studying horizontal and vertical working relations in schools and how they relate to collaborative-innovation practices.
Authors: de Jong, W. A. (AUTHOR), de Kleijn, R. A. M. (AUTHOR), Lockhorst, D. (AUTHOR), van Tartwijk, J. W. F. (AUTHOR), Noordegraaf, M. (AUTHOR)
Source: Scandinavian Journal of Educational Research. Mar2025, Vol. 69 Issue 2, p284-302. 19p.
Subjects: Educational leadership, School principals, School administrators, Teachers, School autonomy
Abstract: In Nordic countries, as well as in the Netherlands, schools have high school autonomy (OECD, 2016 [Netherlands 2016 Foundations for the Future. ]; Tolo et al., 2020 [Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change, 21(1), 59–82]). In schools there are both horizontal and vertical working relations and all teachers and school principals within a school are expected to take responsibility for collaborative-innovation practices (CIP). In this paper, we describe a study investigating how both horizontal and vertical working relations relate to CIP. We used longitudinal questionnaire (2036 teachers, 157 schools) and interview data (53 teachers, 20 schools). These data were gathered in Dutch schools participating in the large-scale 'LeerKRACHT' program. The results show that teachers perceive horizontal and vertical factors to enhance CIP. Furthermore, especially school principals and coach-teachers seem to be able to strengthen horizontal and vertical factors which leads to more CIP. We discuss implications for research and schools in the Netherlands and beyond. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Collaborative approaches: studying horizontal and vertical working relations in schools and how they relate to collaborative-innovation practices.
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  Data: <searchLink fieldCode="AR" term="%22de+Jong%2C+W%2E+A%2E%22">de Jong, W. A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22de+Kleijn%2C+R%2E+A%2E+M%2E%22">de Kleijn, R. A. M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lockhorst%2C+D%2E%22">Lockhorst, D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+Tartwijk%2C+J%2E+W%2E+F%2E%22">van Tartwijk, J. W. F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Noordegraaf%2C+M%2E%22">Noordegraaf, M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Mar2025, Vol. 69 Issue 2, p284-302. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+autonomy%22">School autonomy</searchLink>
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  Data: In Nordic countries, as well as in the Netherlands, schools have high school autonomy (OECD, 2016 [Netherlands 2016 Foundations for the Future. ]; Tolo et al., 2020 [Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change, 21(1), 59–82]). In schools there are both horizontal and vertical working relations and all teachers and school principals within a school are expected to take responsibility for collaborative-innovation practices (CIP). In this paper, we describe a study investigating how both horizontal and vertical working relations relate to CIP. We used longitudinal questionnaire (2036 teachers, 157 schools) and interview data (53 teachers, 20 schools). These data were gathered in Dutch schools participating in the large-scale 'LeerKRACHT' program. The results show that teachers perceive horizontal and vertical factors to enhance CIP. Furthermore, especially school principals and coach-teachers seem to be able to strengthen horizontal and vertical factors which leads to more CIP. We discuss implications for research and schools in the Netherlands and beyond. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2023.2296898
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        Text: English
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              Text: Mar2025
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