Leiderschap in het onderwijs en de rol van persoonlijkheid

Mara
de Koning

Lerarentekort: Wat is de oorzaak?

In België kampen veel scholen met een ernstig tekort aan leerkrachten. Dit tekort heeft verschillende oorzaken: de hoge werkdruk, administratieve rompslomp en het gebrek aan maatschappelijke waardering. Daarnaast verlaten veel leerkrachten het beroep binnen de eerste vijf jaar om een nieuwe carrière te starten. Dit is zorgwekkend, zeker omdat goed onderwijs cruciaal is voor de ontwikkeling van toekomstige generaties.

 

De invloed van leiderschap

Wat kan er gedaan worden om leerkrachten langer in het onderwijs te houden? Mijn onderzoek richtte zich op leiderschap in het onderwijs en hoe dit de prestaties en tevredenheid van leerkrachten beïnvloedt. Een stijl die steeds meer aandacht krijgt, is "empowering leadership". Hierbij krijgen leerkrachten meer autonomie en vrijheid in hun werk, wat hen kan helpen om zich gewaardeerd en gemotiveerd te voelen. Maar, zoals uit mijn onderzoek bleek, werkt dit niet voor iedereen even goed.

 

Niet iedereen werkt hetzelfde

Een belangrijke factor die bepaalt of empowering leadership effectief is, is de persoonlijkheid van de leerkracht. Leerkrachten die hoog scoren op de persoonlijkheidstrek “consciëntieusheid” – ze zijn vaak nauwkeurig, georganiseerd en plichtsgetrouw – presteren beter met duidelijke richtlijnen en structuur. Voor deze groep kan te veel autonomie juist leiden tot stress en een lagere werktevredenheid.

 

Wat zegt het onderzoek?

Mijn onderzoek onder bijna duizend leerkrachten in Vlaanderen en Brussel bevestigde dit. Empowering leadership had een positieve invloed op de prestaties van leerkrachten, maar de impact was aanzienlijk kleiner bij leerkrachten die hoog scoorden op consciëntieusheid. Dit laat zien dat één leiderschapsstijl niet voor iedereen even goed werkt.

 

De rol van HR en schoolleiders

Wat betekent dit voor scholen? HR-afdelingen en schoolleiders zouden een flexibele aanpak moeten hanteren. Sommige leerkrachten hebben baat bij autonomie en vrijheid in hun werk, terwijl anderen behoefte hebben aan meer begeleiding en structuur. Door leiderschapsstijlen aan te passen aan de persoonlijkheid van de leerkrachten, kunnen scholen betere resultaten behalen, burnout voorkomen en het lerarentekort helpen verminderen.

 

Conclusie: Geen one-size-fits-all

Leiderschap is geen kwestie van één aanpak voor iedereen. Iedere leerkracht is uniek, en scholen moeten leren inspelen op deze verschillen. Alleen op die manier kunnen we de werkomstandigheden verbeteren, leerkrachten gemotiveerd houden en het lerarentekort aanpakken.

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Universiteit of Hogeschool
Universiteit Gent
Thesis jaar
2024
Promotor(en)
Prof. Dr. Adelien Decramer
Thema('s)