The challenge of teachers shortages: School leadership, working climate en learning climate at schools with high proportions of marginalized students (since 2024). In this study we examine how the leadership styles and educational vision of the school leadership can contribute to a positive working climate for teachers and a positive learning climate for students in these schools. We investigate which specific elements and processes of leadership and educational vision positively influence teacher work satisfaction, commitment, and competence, and how these in turn are associated with the well-being and school achievements of the students.
Funded by an NRO grant. PhD students Lars Vennemann and Robin Regelink, co-supervised by Sandra Groeneveld and Tanachia Ashikali.
