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Although internationally there is a growing interest in strategic human resource management (SHRM) in the educational context, few studies explored SHRM in schools. This qualitative study explores if five common human resource management (HRM) practices (i.e. recruitment and selection, assignment, evaluation, rewards, and development) are aligned with schools' strategic planning and individual teacher needs. The analysis is based on 194 semi-structured interviews with school leaders and school team members in 24 schools in Flanders (Belgium). After a within-case analysis, a classification was made for each school for each HRM practice under investigation based on a classification scheme indicating the strategic focus per HRM practice. The cross-case analysis shows that for some HRM practices the alignment with school's strategic planning and individual teacher needs is identified in more schools (e.g. for 'professional development') than for other practices (e.g. for 'rewards'). The findings of this study contribute to our understanding of SHRM within the education sector and provide schools with tools to invest in SHRM.

Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals' self-efficacy. This qualitative study investigates the relevance of Bandura's sources of self-efficacy and on potential additional sources. The analysis is based on semi-structured interviews with 23 primary school principals in Flanders (Belgium). The results reveal that mastery experiences prove to be the most powerful source of principal self-efficacy although they are mainly small successes and do not refer to extraordinary achievements or excellent results. This study also emphasizes the importance of verbal or social persuasion and gaining knowledge. Suggestions for further research, limitations and implications of this study are discussed.

Purpose: Work-related stress is a significant occupational health issue. Stress cannot be viewed separately from the perceptual or interpretive act by the individual. Self-efficacy is a personal characteristic that explains a high proportion of variation in the performance of school principals. Design/methodology/approach: The current study examines if the COVID-pandemic is related to burnout among school principals. Additionally, the study analyzes if the self-efficacy of school principals plays a mediating role in the impact that the COVID-19 crisis had on their burnout level. To explore this, the authors used survey data of 981 Flemish school principals. Findings: The findings indicate that the COVID-19 pandemic is related to feelings of burnout among Flemish school principals. In addition, self-efficacy mediated the relationship between the COVID-19 scale and the four core subscales of burnout: exhaustion, mental distance, emotional impairment and cognitive impairment. No mediating effect of self-efficacy was found for the secondary symptoms of burnout, psychological distress and psychosomatic complaints. Originality/value: This paper emphasizes the importance of school principal's self-efficacy experiences for crisis management. Implications for school leadership training and support are discussed.

The issue of considerable dropout rate in doctoral programs is well documented across a large number of countries. However, few studies address the factors associated with doctoral completion among Non-U.S. countries, multiple universities and fields of research. Nor do they investigate the interactions between these factors. The present paper aimed to overcome these limitations and analyzed the population of doctoral students in all disciplines of the two largest universities of the French-speaking Community of Belgium (N = 1509). Specifically, we focused on several factors: gender, nationality, marital status, master grade, whether students continued at the same university when transitioning to the doctoral degree, whether they continued in the same field, age at registration, research field and funding (i.e., type of funding and associated job requirements). Findings indicate that four factors (marital status, master grade, research field and funding) are directly associated with dropout rate when all factors are considered jointly in the same model. Furthermore, results indicate that some of these factors, such as the marital status and gender, interact. In addition, we found that an accumulation of risk factors leads to a massive increase in dropout rates. Finally, a time course analysis revealed that the highest dropout rate occurs during the first two years and is related to the absence of funding or scholarship. The results, limits and futures perspectives are discussed.

Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by investigating the interplay between determinants at the school, teacher, and student level. Survey data were gathered from 1,796 upper primary school students and their 110 teachers in 43 primary schools. The results of the multilevel path analyses underline the importance of reflective dialogue between team members because it is positively and directly related to teachers' SRL self-efficacy and indirectly to their self-reported SRL promotion. At the teacher level, a strong interrelatedness is shown between teachers' beliefs, self-efficacy, and SRL promotion. Finally, this study provides evidence for a significant but mostly negative relation between teachers' SRL promotion and students' metacognition and motivation, taking into account students' background characteristics.

Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers' work-related network (position) changes throughout a school year, and (2) how the network (position) of beginning teachers influences their job attitudes, as important precursors of teacher retention. Five follow-up case-studies of beginning teachers and their school teams were explored. The network data showed that some teachers had a central and stable position in their team, while others were more peripheral and showed considerable changes in their work-related relations. The interviews with the beginning teachers revealed several reasons for the formation, loss and retention of their work-related ties, such as physical proximity, network intentionality and the presence of a staffroom. Finally, the results indicated that the professional support in these work-related ties can play an important role in beginning teachers' job attitudes, or can act as a mitigating factor in case of experienced challenges. In this respect, the structural and cultural conditions needed for teachers to professionally connect require our attention.

Aims: socNAMs provides a comprehensive and comparative dataset for researchers to identify how students' recent migration and their school setting relates to their social wellbeing, particularly regarding their feelings of loneliness. Results: This study design article delineates a quantitative cross-sectional research study (socNAMs) which successfully developed three questionnaires that were administered with unique and hard to reach populations, newly-arrived adolescent migrants (NAMs) and school staff offering reception education in Flanders, Belgium. Methods: At the individual level, socNAMs collected information on: (1) socio-demographic variables of NAMs; (2) migration and family context; (3) social relationships; (4) school experiences; (5) self-perceived wellbeing (physical and social); and (6) experiences with discrimination. The questionnaire developed for NAMs is available in 16 languages. To gain a further understanding of the impact of the school environment on NAMs, socNAMs collected contextual information primarily concerning school social capital by including data collected from teachers and reception-class coordinators. The final sample included 1379 NAMs, 50 teachers and 26 reception-class coordinators, from 35 schools offering reception education. Conclusions: In this article, we present the rationale for this study, the methodology of sampling and recruitment, the development and content of the questionnaires, some preliminary descriptive results and the strengths and limitations of the study. Future empirical studies will address the research aims outlined in this protocol paper. In addition, we highlight the opportunities that the dataset provides for advancing research regarding the social wellbeing of NAMs in varying school and national contexts. [ABSTRACT FROM AUTHOR]

Background: Although metastatic cutaneous melanoma is associated with an unfavorable prognosis, innovative therapies including immunomodulating agents and targeted therapies have shown survival benefits in clinical trials. We assessed the impact of the introduction of innovative drugs into clinical practice on the survival of patients with metastatic cutaneous melanoma during the period 2004–2017, in Belgium. The evolution of associated expenses was also analyzed. Methods: This is a retrospective population‐based study using data from the national Belgian Cancer Registry, compulsory health insurance, and administrative survival data. The immunomodulating drugs were ipilimumab, nivolumab and pembrolizumab, while targeted therapies included vemurafenib, dabrafenib and trametinib. Results: We did not identify a trend for improvement over time. Median survival (years) was 1.5 (95% CI: 1.1–1.8) in 2004–2008, 1.1 (95% CI: 0.8–1.5) in 2009–2013, and 1.6 (95% CI: 1.3–2.4) in 2014–2017, respectively. In contrast, survival improved in those with unknown primary tumor localization. In this group, median survival time was 2.0 (95% CI: 1.4–2.9) in the most recent period, while it was 1.1 (95% CI: 0.7–1.3) in 2009–2013, and 0.9 (95% CI: 0.6–1.2) in 2004–2008. The uptake of innovative drugs remained modest, with no drug being used by more than 30% of patients. Yearly expenditure was almost non‐existent, and gradually increased, reaching several million euros in 2014–2017. Conclusion: Patients with metastatic cutaneous melanoma who were diagnosed between 2004 and 2017 showed no apparent improvement in survival. In contrast, increased survival was observed in the subgroup of patients with unknown primary tumor localization. [ABSTRACT FROM AUTHOR]

Professional learning communities (PLCs) are considered ideal contexts for teachers' professional development and school improvement. Therefore, it is necessary to explore the interplay between PLC characteristics (i.e. collective responsibility, reflective dialogue, and deprivatized practice) in secondary school departments, and understand what variables (i.e. transformational leadership by the principal, teacher autonomy, and teachers' self-efficacy) stimulate these PLC characteristics. Data was collected from 324 Mathematics, French, and General Studies teachers in 80 departments of 33 Flemish secondary schools. The results of a path analysis show that teachers' collective responsibility and self-efficacy are positively related to their reflective dialogue. Furthermore, the relationship between transformational leadership by the principal and reflective dialogue is fully mediated by collective responsibility. Finally, the relationship between teacher autonomy and reflective dialogue is fully mediated by teachers' self-efficacy.

Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research has found that SRL implementation in primary schools remains limited. This qualitative study investigates the role of school climate, the SRL implementation history, and the role of the principal school leader in the school-wide development of SRL implementation as an educational innovation. A comparative analysis between 2 successful and 2 less successful schools as to the implementation of SRL was carried out. Interviews were administered with 15 school members. The results reveal that successful SRL schools distinguish themselves by a shared vision, sufficient and focused opportunities for professional development, and regular collaboration and communication among colleagues resulting in a collective feeling of responsibility for SRL implementation. Moreover, this is influenced by the school's SRL development history and the supportive role of the school leader. The results underline the need for more school-wide interventions regarding SRL implementation.

In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of professional, emotional, and social collegial support networks. Moreover, we explore the extent to which these characteristics explain key factors affecting teacher retention, namely job satisfaction, intrinsic motivation to teach, and self-efficacy. An online survey was completed by 292 beginning primary school teachers in Flanders (Belgium). Social network data showed that, on average, they receive professional, emotional and social support from six colleagues each week and found this mostly useful. Regression analyses demonstrated that network size and perceived usefulness of professional, emotional, and social collegial support networks were positively related to job satisfaction and intrinsic motivation to teach, thus confirming the importance of collegial support in teacher induction. Frequency of support was not significant. Finally, no substantial relationship was found between collegial support and teachers' self-efficacy. Implications of these findings for practice and policy are discussed.

Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered from 331 teachers in 44 primary schools. A comprehensive theoretical model, identifying determinants on teacher and school level related to teachers' SRL implementation, was tested using structural equation modelling. Results indicate that teachers' beliefs and teacher self-efficacy are strongly related to SRL implementation. At the school level, the importance of a shared SRL vision and the engagement of teachers in reflective dialogue are highlighted with implications for the role of the school leader. Recommendations for future research and considerations for teachers' educational practice are discussed.

Teachers' feedback seeking is considered as important for their professional learning. This study aims to investigate which school leaders are sought out for informal feedback by teachers and what leadership characteristics might influence this choice in secondary schools in Flanders, Belgium. Data from 436 teachers of 14 secondary schools are used for social network analysis and multilevel regression analyses. In these schools, the average size of the leadership team is eight, consisting of principals, assistant principals and teacher leaders. Results indicate that the frequency of teachers' informal feedback seeking towards their leadership team is rather low. However, teachers turn the most towards their principals for informal feedback. Multilevel regression analyses show that transformational leadership seems to be the most influential characteristic for this choice. Instructional leadership is only influential for the informal feedback seeking from principals, while transformational leadership shows to be important for all three leadership categories (principal, assistant principals and teacher leaders). The article identifies several pathways for further research to extend our knowledge about informal feedback seeking of teachers in schools. Also for leadership development programmes implications are formulated including the needed attention on the topic of feedback provision for teachers.

The purpose of this study is to explore whether the relationship between teachers' person-organisation (P-O) fit, job satisfaction and intention to move to another school varies depending on the way a bundle of human resource (HR) practices is configured in education. Drawing on strategic human resource management literature, a strategic and human resource orientation is considered to provide insight into the configuration of HR practices. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers in 56 Flemish primary schools. The qualitative data, which provides insight into principals' configuration of HR practices, were converted into numerical scores and analysed, together with the quantitative teacher data, using multiple group path analysis. The key findings show that the relation between P-O fit and intention to move operates differently depending on the HR orientation of the teacher's principal but not on their strategic orientation. This finding supports the need for closer attention to be given to the investment of new teachers and the impact this has on the direct and indirect effect of teachers' P-O fit on teachers' intention to move.

Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers' continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers' perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers' reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.

In Flanders (Belgium), a new teacher evaluation policy was issued which placed a lot of autonomy with school principals to develop and implement a new teacher evaluation system. In this study, we explore how Flemish principals perceive the new teacher evaluation policy and what influences their perception. Results demonstrate that principals perceive the policy as clear, but they are rather negative about the need, practicality, and complexity of the summative teacher evaluation. This perception is influenced by policy, context, and individual factors as is demonstrated in our qualitative analyses.

Research has shown that adequate support from the school environment is necessary to help beginning teachers in applying differentiated instruction (DI), but how schools can aid in this process remains unclear. This qualitative study explores how professional learning communities (PLCs), an indicator of a supportive school environment, can enhance beginning teachers' professional learning in DI. Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools' organization. Semi-structured interviews were conducted with school leaders, special needs coordinators, and beginning teachers in primary schools. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers' professional learning in DI, as assessed by changes in practice (i.e. teachers' flexibility in adapting their classroom behaviour). The comparative analysis indicated that the three cases could be situated at different stages of PLC development. Case A had reached the mature stage, whereas case B was in the evolving stage and case C was still in the beginning stage of PLC development. Also, the analysis indicated that structural and cultural school conditions in the three cases were related to the different stages of PLC development. Finally, the results revealed that in the three cases, leadership of both the principal and special needs coordinator played a key role in the development of the structural and cultural school conditions.

The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective dialogue, and deprivatised practice) and psychological states (teacher self-efficacy and affective commitment) influence turnover intentions. A sample of 272 beginning teachers from 72 Flemish (Belgian) primary schools was recruited for this questionnaire-based study. Path analysis revealed that teacher self-efficacy and affective commitment directly reduced the intention to leave the job. Furthermore, teacher self-efficacy and affective commitment fully mediated the relationships between teacher autonomy and the intention to leave the job and collective responsibility and the intention to leave the job. These findings provide insight into the underlying psychological processes of beginning teachers to leave education.

Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement.

Teacher turnover is an international issue of continuing concern in education. While different antecedents of teachers' turnover intention have been identified, teachers' fit within the school (i.e. person-organisation [P-O] fit) in the context of turnover intention is still an emerging field of research. Building on the unfolding model of voluntary turnover, this study investigates the moderating role of teachers' perceived employability on teachers' P-O fit--job satisfaction-turnover intention relationship. Using survey data from 997 teachers across 74 schools, we conducted moderated mediation analysis. The analysis revealed different results for the hypothesised relationships depending on the specific dimension of turnover (i.e. intention to leave the profession or intention to move to another school). While P-O fit is directly related to the intention to move to another school, no evidence was found for a direct relation between P-O fit and the intention to leave the profession. Moreover, the results showed that the relation between P-O fit and the intention to leave/intention to move is mediated by job satisfaction. Yet, only for intention to leave, a small but significant moderating effect of perceived employability was found. These findings provide insight into the psychological processes of teachers wanting to leave the teaching profession or move to another school. Limitations, suggestions for further research and implications are also discussed in this article.

Since research shows that the quality of a school's teaching force is related to its personnel practices, there is a growing interest in human resource management (HRM) in education. Existing research has generated insights into the differences, constraints and effects of single and isolated HR practices. Yet, little research is available examining bundles of HR practices (that is, HR architecture) from a principal's perspective. This article investigates how and why HR architectures for new teachers are configured by principals by looking at the ways principals make sense of hiring, induction and tenure practices. The analysis is based on semi-structured interviews with 54 primary school principals in Flanders (Belgium). After coding the interview transcripts using descriptive categories, the transcripts were coded based on principal's strategic orientation and human resource orientation. Looking at the differences and commonalities in these orientations, four HR architectures were identified: an administrative, a developmental, a strategic and a strategic-developmental HR architecture. These architectures showed that only a minority of principals configure bundles of HR practices for new teachers strategically. Moreover, they point to a disharmony in principals' beliefs regarding how new teachers should be managed. Differences between these four HR architectures can be found in the extent to which principals perceive and cope with external challenges. Suggestions for further research, limitations and implications of this study are discussed.

Little research has investigated factors that facilitate beginning teachers' participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers' use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers' participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities.

The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers' learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative.

Incentivized collaboration, schools that receive incentives such as public funding or additional resources if they join a network, has become quite popular in Europe and North America (e.g. England, Flanders, United States). We used a comparative case study design to explore why schools would enter such an incentivized network and what role incentives play in the development, operation and sustaining of collaboration. Interviews and focus groups were conducted in eight Flemish (Belgium) school networks. Our analysis showed three key findings. Firstly, all schools entered a network because of the incentives instead of intrinsic motivations. Secondly, in half of the cases the initial negative motivations towards collaboration changed into positive motivations while collaborating. Thirdly, although incentives are useful when initiating a network, they are not sufficient to maintain a solid collaboration. We argue that an incentivized network reaches maturity when there is a common purpose, a degree of collaborative activity, mutual trust and solidarity. Therefore, an incentivized network needs a stable and non-competitive environment and sufficient leadership quality. We also believe that networks that are composed of schools with a common history, few members and small power differences have a better chance at survival.

The implementation process of teacher evaluation policy is often problematic. In this regard, it is crucial to understand principals' sensemaking of teacher evaluation policy since their understandings influence the implementation process. While a growing body of research shows that principals strongly shape teachers' policy understanding, little is known about the way principals' sensemaking is influenced by teacher expectations about new policy. This qualitative study, drawn from interviews with principals and teachers in 13 secondary schools, indicates that the new teacher evaluation policy in Flanders (Belgium) is implemented by principals and supported by teachers in various ways. The findings of this study show this was the result of the process of discrepancy reduction between the initial standards principal set and the expectations that teachers had for the implementation of the policy. These findings underscore the complexity of teacher evaluation and help policy makers to understand that "the best" implementation of the teacher evaluation policy probably does not exists. Moreover, this offers important insights for principals in how they best lead the implementation of teacher evaluation.

The aim of this research is to gain understanding about school culture characteristics of primary schools in the Flemish and Chinese context. The study was carried out in Flanders (Belgium) and China, involving a total of 44 Flemish schools and 40 Chinese schools. The School Culture Scales were used to measure five school culture dimensions with regard to goal orientation, leadership, innovation orientation, participative decision making and formal relationships. The School Culture Scales were validated in both contexts, and within-group agreement indexes were calculated. The results show that on average, the Flemish schools scored higher than the Chinese schools in four dimensions of the school culture features. Within-group differences were also found. The differences between and among the Chinese and Flemish schools are discussed.

Teacher evaluation policy is implemented in many countries to improve the teaching quality in schools. This paper explores the implementation of teacher evaluation policy in secondary schools in Flanders (Belgium). The case study method is used to explore the implementation process in six schools, which are selected based upon teachers' perception of practicality of new teacher evaluation policy. We contrast three schools in which teachers perceive this policy positively with three schools in which teachers perceive this policy negatively. Due to the generic policy, responsibility for the implementation is shifted to the school. Our study focuses on school leadership actions and on teacher evaluation development characteristics during the implementation process. The results identify a difference in leadership actions and teacher evaluation development characteristics in positive perceiving schools compared to negative perceiving schools. In positive perceiving schools, school leaders formulate high expectations towards teachers, emphasize the importance of appreciation and trust and provide clear communication to teachers about teacher evaluation. Also, two teacher evaluation development characteristics, namely the meso-level support and the goals of teacher evaluation differ in the two subsets of schools. This leaves us wondering whether governments should take greater responsibility in supporting schools and local networks in order to implement policy successfully.

There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers' feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes.

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support)--beside initial motivation and labour market factors--to explain graduates' decision on job entry.

This study explores the relationship between self-awareness of school leaders and variables related to school culture and change. We used the self-other rating agreement model of Atwater and Yammarino (1997) as an indication of school leader self-awareness. Based on the difference between their own leadership rating and the teachers' rating, school leaders were grouped in 4 categories: over-estimators, under-estimators, in-agreement/good leaders, and in-agreement/poor leaders. In 3 independent studies on school policy, we analyzed the relation between the self-other rating categories and school culture and change variables. Data revealed that mainly under-estimators were associated with higher levels of school culture and change. No differences were found between under-estimators and in-agreement leaders. The analysis of school leaders' self-awareness--defined as agreement between self and other leadership ratings--is an important perspective. As for practical implications, especially over-estimators should become more aware of how their teachers perceive them.

Purpose: In this study the relationship between school leadership and teachers' organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers' organizational commitment and contextual variables of teachers' perceptions of the quality and the source of the supportive and supervisory leadership function, participative decision making, and cooperation within the leadership team are examined. Research Design: 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. Findings: 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. Conclusions: 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. (Contains 3 tables and 1 figure.)

This study investigates the relation between distributed leadership, the cohesion of the leadership team, participative decision-making, context variables, and the organizational commitment and job satisfaction of teachers and teacher leaders. A questionnaire was administered to teachers and teacher leaders (n = 1770) from 46 large secondary schools. Multiple regression analyses and path analyses revealed that the study variables explained significant variance in organizational commitment. The degree of explained variance for job satisfaction was considerably lower compared to organizational commitment. Most striking was that the cohesion of the leadership team and the amount of leadership support was strongly related to organizational commitment, and indirectly to job satisfaction. Decentralization of leadership functions was weakly related to organizational commitment and job satisfaction. (Contains 4 tables and 2 figures.)

This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural school characteristics (i.e. leadership, goal orientedness and innovativeness) and how they contribute to ICT integration in the classroom. A survey of 527 teachers in 68 primary schools in Flanders (Belgium) was conducted that focused on teacher perceptions about structural and cultural school characteristics and their use of ICT in the classroom. In order to study the variables at school level, teacher responses were aggregated. The next step was to delineate school profiles originating from structural and cultural school characteristics by using a cluster analysis. Finally, the relationship between these school profiles and ICT integration was studied. The results suggest that (1) structural and cultural school characteristics fit together and (2) are relevant catalysts for ICT integration in the classroom. (Contains 1 note, 3 tables and 1 figure.)

The main purpose of this study was to map school leaders' perceptions concerning the cooperation of the leadership team, the distribution of leadership functions and participative decision-making, and to asses their relative weight in terms of predicting school leaders' job satisfaction. Also, the effect of demographical and structural school variables (i.e. seniority, job experience, school size, size of the leadership team, school type) on school leaders' job satisfaction was examined. A sample of 130 school leaders of 46 large secondary schools completed a self-report questionnaire. The study results indicated that school leaders are highly satisfied with their job. Multiple regression analysis revealed that job satisfaction was significantly related to the cooperation of the leadership team and the school type. The amount of formal distribution of leadership functions and participative decision-making of teachers in the school policy did not have a significant influence on school leaders' job satisfaction. (Contains 3 tables.)

This inquiry, by means of the case study method, explored how principals' conceptions about their role as school leader contribute to a better understanding of their leadership behavior and how this is related to school climate. The results indicated that differences of how principals conceive their leadership role are related, indirectly through their leadership practices (i.e., initiating structure and supportive leadership), to the school climate (unity in vision, collegial relations, collaboration, innovativeness). We distinguished three types of school leader profiles: (1) the "people-minded profile" with a strong emphasis on educational leadership and the mentoring role as a school leader and with the necessary skills to implement a shared vision; (2) the "administrative-minded profile" with the focus on administration and the coordinating leadership role, lacking a vision and feeling unable to develop a vision; and (3) the "moderate-minded profile" with an emphasis on educational leadership but having difficulty to involve all teachers in the school's vision. Drawing on three prototypical cases we discuss in depth that these types of principals work under different school climate conditions. (Contains 3 tables.)

In the present study the effects of a cooperative leadership team, distributed leadership, participative decision-making, and context variables on teachers' organizational commitment are investigated. Multilevel analyses on data from 1522 teachers indicated that 9% of the variance in teachers' organizational commitment is attributable to differences between schools. The analyses revealed that especially the presence of a cooperative leadership team and the amount of leadership support played a significantly positive key role in predicting teachers' organizational commitment. Also, participative decision-making and distribution of the supportive leadership function had a significant positive impact on teachers' organizational commitment. In contrast, distribution of the supervisory leadership function and teachers' job experience had a significant negative impact. (Contains 1 table.)

Purpose: The goal of this inquiry is to indicate which individual, organisational and external environment factors contribute to a better understanding of the well-being of Flemish primary school principals. Design/methodology/approach: Data from a representative sample of primary schools in Flanders (n = 46) were gathered through questionnaires (principals and teachers) and semi-structured interviews (principals). Findings: The quantitative and qualitative outcomes suggest that well-being is a complex psychological phenomenon affected by a myriad of factors. The analyses indicate that general self-efficacy and achievement orientedness are significantly correlated with several aspects of positive (i.e. job satisfaction and job enthusiasm) and negative well-being (i.e. cynicism and personal accomplishment). With respect to school culture and structural characteristics, very weak almost negligible effects are noted. In addition, the analysis demonstrates the significant role school boards fulfill in explaining both positive and negative well-being. Finally, the role of central government in generally is found to affect well-being in a negative way. Practical implications: The findings of this paper provide important information for policy makers concerned with the improvement of the well-being of primary school principals. Originality/value: Although prior research investigated the influence of different antecedents on well-being, several limitations in method and conceptual framework yielded information of which the usefulness must be considered tentative. In this inquiry an attempt is made to overcome these limitations and contribute to the literature in a double way: this study adopts a concurrent mixed method approach of data collection; and well-being is examined from a positive psychology (job enthusiasm and job satisfaction) and negative psychology approach (burnout), whereas prior research almost exclusively looked at the negative pole of well-being. (Contains 4 tables and 1 figure.)

Based on a survey among 1274 secondary school teachers in Flanders (Belgium), this paper describes the relationship between the assessment practices and forms of assessment policy (testing culture or assessment culture) and between forms of general school policy (student-oriented or achievement-oriented) and forms of assessment policy that teachers experience. Reviewing teachers' attitudes towards assessment policy, it is clear that teachers are not convinced that most schools have a clear concept of an assessment policy. This is the case even though about 82% of the teachers claim to know what the vision of the school on assessment is. The main characteristics of the assessment process lead us to conclude that teachers still live in the testing culture. Although the testing culture exerts a very strong influence over schools, the school policy shows an opening towards an assessment culture. Indeed, a student-oriented policy is more present than an achievement-oriented policy. This distinction is important because a student-oriented policy might bring teachers closer to an assessment culture. Our data show that teachers have a different opinion about this depending on the education sector in which they work and the subject they teach.

The Food and Drug Administration and European Medicines Agency typically approve market access for cancer drugs based on surrogate end-points, which do not always translate into substantiated improvements in outcomes that matter the most to patients, i.e. survival and quality of life. These drugs often, also, have a high price tag. We assessed whether there was an increase in cancer drug expenditure for a broad selection of indications, and whether this correlates with increased overall survival. This cohort study used Belgian Cancer Registry data from 125,692 patients (12 cancer indications, incidence period 2004–2017), which was linked to reimbursement and survival data. This reliably represents the Belgian situation. One-to-five year observed survival probability, median survival time, oncology drug expenditure and mean oncology drug cost per patient were reviewed. In almost all indications, total expenditure and average treatment cost for oncology drugs increased over the years (2004–2017). In contrast, mixed findings are observed for the evolution in overall survival probability and median survival time. While an absolute improvement in the 3-year survival probability of about 10% is noticed in non-small-cell lung cancer and chronic myeloid leukaemia, improvements in about half of the other indications are limited or even absent. The Belgian observational data indicate that assuming 'innovative' oncology drugs always add value in terms of improved survival is often unjustified. The literature also highlights the problem of using surrogate end-points, and the lack of comparative evidence showing an added value of oncology drugs for both survival and quality of life at market approval or during the post-marketing phase. Comparative studies should be conducted in the pre-marketing phase that are suitable for registration purposes, aid reimbursement decisions and support physicians and patients when making treatment decisions. • Food and Drug Administration and European Medicines Agency typically approve cancer drugs based on surrogate end-points. • Overall survival (OS) and quality of life data are often not available to decision makers. • Evolution in OS and drug expenditure (12 cancer types, 125 692 patients) is described. • Substantial increases in drug expenditure often do not coincide with clear OS gains. • Comparative pre-marketing studies should include OS and quality of life as patient-relevant outcomes. [ABSTRACT FROM AUTHOR]

Examines self-evaluation in secondary schools in Flanders based on a survey of 40 schools, followed by case studies in 3 of them. Indicates that schools have difficulty in translating the data into adequate recommendations. Twelve months later the schools were unable to realize fundamental changes. (Contains 2 tables, 5 notes, and 36 references.) (MLF)

Myelofibrosis is a rare bone marrow disorder associated with a high symptom burden, poor prognosis, and shortened survival. While allogeneic hematopoietic stem cell transplantation (HSCT) is the only curative treatment for myelofibrosis, the only approved and reimbursed pharmacotherapy for non-HSCT candidates in Belgium is ruxolitinib. These updated recommendations are based on a consensus reached during two meetings and provide guidance for ruxolitinib administration in myelofibrosis patients considering the particularities of Belgian reimbursement criteria. In Belgium, ruxolitinib is indicated and reimbursed for transplant-ineligible myelofibrosis patients from intermediate-2- and high-risk groups and from the intermediate-1-risk group with splenomegaly. Our recommendation is to also make ruxolitinib available in the pre-transplant setting for myelofibrosis patients with splenomegaly or heavy symptom burden. Before ruxolitinib initiation, complete blood cell counts are recommended, and the decision on the optimal dosage should be based on platelet count and clinical parameters. In anemic patients, we recommend starting doses of ruxolitinib of 10 mg twice daily for 12 weeks and we propose the use of erythropoiesis-stimulating agents in patients with endogenous erythropoietin levels ≤500 mU/mL. Increased vigilance for opportunistic infections and second primary malignancies is needed in ruxolitinib-treated myelofibrosis patients. Ruxolitinib treatment should be continued as long as there is clinical benefit (reduced splenomegaly or symptoms), and we recommend progressive dose tapering when stopping ruxolitinib. Based on new data and clinical experience, the panel of experts discussed ruxolitinib treatment in Belgian myelofibrosis patients with a focus on dose optimization/monitoring, adverse events, and interruption/rechallenge management. [ABSTRACT FROM AUTHOR]

Transfer of trace elements, such as toxic metals, from soil to plant is a corner stone for risk assessment. Rare earth elements (REE) are frequently used as environmental tracers to understand biogeochemical processes in the soil–plant system. In this study, we combined trace element and REE measurements in the soil–plant continuum to evaluate the element transfer between different compartments. We specifically aimed at: (1) assessing the geochemical relevance and representativeness of intermediate compartments (soil solution and soil water-extract as a proxy of the bioavailable soil fraction) by comparing the REE normalized patterns; and (2) characterizing the environmental conditions that control the trace element transfer by quantifying the REE indices. For that purpose, we compared geochemical signatures in an intercropping cover crop (bean, Persian clover, and spelt) in Belgium, including soil, root, shoot, soil solution, soil water-extract, earthworm, and snow samples. Evaluation of the element mobility was performed using both soil extractability and transfer factors. The main result showed dissimilar REE patterns between soil/plant samples and soil solution/soil water-extract samples, indicating that the intermediate compartments (i.e., soil solutions or soil water-extracts) do not chemically represent the bioavailable fraction of elements without obvious propensity to biological accumulation (unlike Cd, Cu, or Zn). Compared to light REE, heavy REE were more extractable and thus transferred to plants unlike what is observed in the literature. According to their different extractabilities, Ce and Eu allowed to highlight distinct transfer from soil to plant due to possible adsorption or organic matter complexation that should be further confirmed by studying contrasted soils. [ABSTRACT FROM AUTHOR]

This paper argues how communicative planning approaches, as one of the most dominant conceptualisations of participatory planning, often ignore the embodied dimensions of participation as a socio-political learning processes. To do so, the paper theoretically traces why a Habermasian conceptualisation of political intersubjectivity fails to democratise planning processes and turns to an alternative Mouffean framework where coproductive methods are conceptualised as public pedagogic interventions, allowing for different meanings to be created and shared in a dialogical process. Based on an analysis of two experiments the authors have conducted, some lessons are drawn on how specific methods can be designed to stimulate more embodied forms of intersubjectivity between involved actors, while avoiding top-down consensus-making. In this way, the analysis demonstrates how such methods stimulate participants to share experiences, while orienting the discussion in a spatialised direction and creating a space where the ambivalence of place is effectively stimulated. [ABSTRACT FROM AUTHOR]

Since the Nobel Prize award more than twenty years ago for discovering the core apoptotic pathway in C. elegans, apoptosis and various other forms of regulated cell death have been thoroughly characterized by researchers around the world. Although many aspects of regulated cell death still remain to be elucidated in specific cell subtypes and disease conditions, many predicted that research into cell death was inexorably reaching a plateau. However, this was not the case since the last decade saw a multitude of cell death modalities being described, while harnessing their therapeutic potential reached clinical use in certain cases. In line with keeping research into cell death alive, francophone researchers from several institutions in France and Belgium established the French Cell Death Research Network (FCDRN). The research conducted by FCDRN is at the leading edge of emerging topics such as non-apoptotic functions of apoptotic effectors, paracrine effects of cell death, novel canonical and non-canonical mechanisms to induce apoptosis in cell death-resistant cancer cells or regulated forms of necrosis and the associated immunogenic response. Collectively, these various lines of research all emerged from the study of apoptosis and in the next few years will increase the mechanistic knowledge into regulated cell death and how to harness it for therapy. [ABSTRACT FROM AUTHOR]

Mapping the relative risk of impact on nature by a human infrastructure at a landscape scale ("sensitivity mapping") is an essential tool for minimising the future impact of new development or for prioritising mitigation of existing impacts. High-voltage power lines ("transmission lines") are known to increase bird mortality by collision. Here we present a method to derive a high resolution map of relative risk of transmission line impacts across one entire country, Belgium, from existing bird distribution data. First, all the bird species observed in Belgium were systematically assessed using literature and casualty records to select those to be included in the sensitivity map. Species were selected on the basis of their intrinsic susceptibility to collision and the conservation relevance of avoiding additional mortality for that species in Belgium. Each of the selected species was included in one or several spatial layer constructed from existing data, emerging from citizen science bird monitoring schemes. The resulting 17 layers were then combined into one final sensitivity map, where a "risk score" estimates the relative collision risk across Belgium at a 1x1 km resolution. This risk score is relatively robust to the subtraction of any of the 17 layers. The map identifies areas where building new transmission lines would create high risk of collision and, if overlapped with existing power lines, helps to prioritise spans where mitigation measures should be placed. Wetlands and river valleys stand out as the most potentially dangerous areas for collision with transmission lines. This sensitivity map could be regularly updated with new bird data or adapted to other countries where similar bird data are available. [ABSTRACT FROM AUTHOR]

Data on clinical use of ponatinib are limited. This prospective registry aimed to evaluate outcomes of ponatinib treatment in routine practice over 3 years (2016-2019) in Belgium (NCT03678454). Patients with chronic myeloid leukemia (CML) or Philadelphia chromosome-positive (Ph+) acute lymphoblastic leukemia (ALL) were treated with ponatinib per current label. Fifty patients (33 CML and 17 Ph+ ALL) were enrolled. Fifty-five percent of CML and 29% of Ph+ ALL patients had received ≥3 prior tyrosine kinase inhibitors (TKIs). Reasons for starting ponatinib were intolerance (40%), relapse or refractoriness (28%) to previous TKIs, progression (16%), or T315I mutation (16%). Median follow-up was 15 months for CML and 4.5 months for Ph+ ALL patients. Best response was a major molecular response in 58% of CML and 41% of Ph+ ALL patients. Of 20 patients who started ponatinib due to intolerance to previous TKIs, 9 (64%) CML and 4 (67%) Ph+ ALL achieved a major molecular response. Three-year estimates of overall survival were 85.3% and 85.6%, respectively, in CML and Ph+ ALL patients; estimated progression-free survival was 81.6% and 48.9%. Adverse reactions were reported in 34 patients (68%); rash (26%) and dry skin (10%) were most common. Reported cardiovascular adverse reactions included vascular stenosis (3), arterial hypertension (2), chest pain (1), palpitations (1), and vascular occlusion (1). This Belgian registry confirms results from the PACE clinical trial and supports routine ponatinib use in CML and Ph+ ALL patients who are resistant or intolerant to previous TKIs or with the T315I mutation. [ABSTRACT FROM AUTHOR]

Background: In Belgium, the first peak of COVID-19 was observed between March and April 2020. This represented more than 300 deaths a day begin April and more than 1500 new cases every day during this period. Aims: This retrospective observational survey of homeopathic practice in Belgium has been conducted to evaluate how homeopathic medical doctors (HMD) treated their patients presenting mild symptoms of COVID-19. Methodology: 6 HMDs accepted to provide systematic data from all consecutive cases treated for COVID-19 symptoms from February up to June 2020. This observational retrospective data collection was compared with information from a free exchange HMDs' forum. 13 HMDs regularly participated in this forum. Results and discussion: this survey includes 183 patients presenting mild COVID-19 symptoms. A shorter symptoms duration than commonly observed is relevant for 83,1% of these patients. The typical average duration of COVID-19 symptomatology is 20 days. The four most used homeopathic medicines (Bryonia alba/Arsenicum album/Phosphorus/Gelsemium sempervirens) were prescribed to 66% of them. A total of 1,1% needed hospitalization. Not any loss of chance to cure occurred for these patients that used homeopathy for COVID-19 symptoms. Market data also reveals that homeopathy has mainly been used in Belgium for prevention and healing during the early peak of COVID-19 (March/April 2020). Conclusion: This survey allows us to conclude that during an epidemic outbreak for which no effective therapy exists and no vaccination is yet possible, homeopathy could be considered a valuable approach. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has imposed an enormous burden on health care systems around the world. In the past, the administration of convalescent plasma of patients having recovered from SARS and severe influenza to patients actively having the disease showed promising effects on mortality and appeared safe. Whether or not this also holds true for the novel SARS-CoV-2 virus is currently unknown. Methods: DAWn-Plasma is a multicentre nation-wide, randomized, open-label, phase II proof-of-concept clinical trial, evaluating the clinical efficacy and safety of the addition of convalescent plasma to the standard of care in patients hospitalized with COVID-19 in Belgium. Patients hospitalized with a confirmed diagnosis of COVID-19 are eligible when they are symptomatic (i.e. clinical or radiological signs) and have been diagnosed with COVID-19 in the 72 h before study inclusion through a PCR (nasal/nasopharyngeal swab or bronchoalveolar lavage) or a chest-CT scan showing features compatible with COVID-19 in the absence of an alternative diagnosis. Patients are randomized in a 2:1 ratio to either standard of care and convalescent plasma (active treatment group) or standard of care only. The active treatment group receives 2 units of 200 to 250 mL of convalescent plasma within 12 h after randomization, with a second administration of 2 units 24 to 36 h after ending the first administration. The trial aims to include 483 patients and will recruit from 25 centres across Belgium. The primary endpoint is the proportion of patients that require mechanical ventilation or have died at day 15. The main secondary endpoints are clinical status on day 15 and day 30 after randomization, as defined by the WHO Progression 10-point ordinal scale, and safety of the administration of convalescent plasma. Discussion: This trial will either provide support or discourage the use of convalescent plasma as an early intervention for the treatment of hospitalized patients with COVID-19 infection. Trial registration: ClinicalTrials.govNCT04429854. Registered on 12 June 2020 - Retrospectively registered. [ABSTRACT FROM AUTHOR]

"Watervogels - Wintering waterbirds in Flanders, Belgium" is a sampling event dataset published by the Research Institute for Nature and Forest (INBO). It contains more than 94,000 sampling events (site counts), covering over 710,000 species observations (and zero counts when there is no associated occurrence) and 36 million individual birds for the period 1991-2016. The dataset includes information on 167 different species in nearly 1,100 wetland sites. The aim of these bird counts is to gather information on the size, distribution, and long-term trends of wintering waterbird populations in Flanders. These data are also used to assess the importance of individual sites for waterbirds, using quantitative criteria. Furthermore, the waterbird counts contribute to international monitoring programs, such as the International Waterbird Census (coordinated by Wetlands International) and fulfil some of the objectives of the European Bird Directive, the Ramsar Convention, and the Agreement on the Conservation of African-Eurasian Migratory Waterbirds (AEWA). Here the dataset is published as a standardized Darwin Core Archive and includes for each event: a stable event ID, date and location of observation and a short description of the sampling protocol, effort and conditions (in the event core), supplemented with specific information for each occurrence: a stable occurrence ID, the scientific name and higher classification of the observed species, the number of recorded individuals, and a reference to the observer of the record (in the occurrence extension). The following information is not included in this dataset and available upon request: roost site counts, counts from historical (inactive) locations and counts from before 1991. We have released this dataset to the public domain under a CC0 1.0 Universal (CC0 1.0) Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/). We would appreciate it if you follow the INBO norms for data use (https://www.inbo.be/en/norms-data-use) when using the data. If you have any questions regarding this dataset, do not hesitate to contact us via the contact information provided in the metadata or via opendata@inbo.be. [ABSTRACT FROM AUTHOR]