Hester Hulpia
Hester Hulpia is post-doctoral researcher at the Department of Educational Studies at Ghent University in Belgium.
Her research interests are in the field of educational policy and educational management. Her actual field of research focuses on distributed school leadership and organizational outcomes.
Supervisors: Prof. Dr. Geert Devos
Address: Henri Dunantlaan 2
9000 Gent
Belgium
Her research interests are in the field of educational policy and educational management. Her actual field of research focuses on distributed school leadership and organizational outcomes.
Supervisors: Prof. Dr. Geert Devos
Address: Henri Dunantlaan 2
9000 Gent
Belgium
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Papers by Hester Hulpia
A survey was set up involving 1,522 teachers from 46 large secondary schools in Flanders (Belgium). Because the data in the present study have an inherent hierarchical structure, that is, teachers are nested into schools, hierarchical linear modeling techniques are applied.
The analyses reveal that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. Teachers’ organizational commitment is mainly related to quality of the supportive leadership, cooperation within the leadership team, and participative decision making. Who performed the supportive leadership function plays only a marginally significant positive role. The quality of the supervisory leadership function and the role of the leadership team members in this function were not significantly related to teachers’ organizational commitment.
The implications of the findings are that to promote teachers’ organizational commitment teachers should feel supported by their leadership team and that this leadership team should be characterized by group cohesion, role clarity, and goal orientedness. Recommendations for further research are provided.
Talks by Hester Hulpia
A survey was set up involving 1,522 teachers from 46 large secondary schools in Flanders (Belgium). Because the data in the present study have an inherent hierarchical structure, that is, teachers are nested into schools, hierarchical linear modeling techniques are applied.
The analyses reveal that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. Teachers’ organizational commitment is mainly related to quality of the supportive leadership, cooperation within the leadership team, and participative decision making. Who performed the supportive leadership function plays only a marginally significant positive role. The quality of the supervisory leadership function and the role of the leadership team members in this function were not significantly related to teachers’ organizational commitment.
The implications of the findings are that to promote teachers’ organizational commitment teachers should feel supported by their leadership team and that this leadership team should be characterized by group cohesion, role clarity, and goal orientedness. Recommendations for further research are provided.