Publicaties


    2018
De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. TEACHING AND TEACHER EDUCATION, 71, 214–225.

Tuytens, M., & Devos, G. (2018). Teacher evaluation policy as perceived by school principals : the case of Flanders (Belgium). TEACHERS AND TEACHING.

Tuytens, M., Moolenaar, N., Daly, A., & Devos, G. (2018). Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools. Research Papers in Education.


    2017

De Neve, D., & Devos, G. (2017). How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction? Teachers and Teaching: Theory and Practice.

Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 45(6), 959–977.

Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2017). Evaluating teachers’ professional development initiatives: towards an extended evaluative framework. RESEARCH PAPERS IN EDUCATION , 1–26.

Tuytens, M., & Devos, G. (2017). The role of feedback from the school leader during teacher evaluation for teacher and school improvement. TEACHERS AND TEACHING, 23(1), 6–24.

Vanblaere, B., & Devos, G. (2017). The role of departmental leadership for professional learning communities. EDUCATIONAL ADMINISTRATION QUARTERLY.

Vekeman, E., Devos, G., & Valcke, M. (2017). The relationship between principals’ configuration of a bundle of HR practices for new teachers and teachers’ person-organisation fit. International Journal of Human Resource Management.

Vekeman, E., Devos, G., Valcke, M., & Rosseel, Y. (2017). Principals’ configuration of a bundle of human resource practices: does it make a difference for the relationship between teachers' fit, job satisfaction and intention to move to another school? EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP

Vekeman, E., Devos, G., Valcke, M., & Rosseel, Y. (2017). Do teachers leave the profession or move to another school when they don’t fit? EDUCATIONAL REVIEW, 69(4), 411–434.


    2016

De Neve, D., & Devos, G. (2016). The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction. School Effectiveness and School Improvement.

Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2016). Hoe kan je de impact van professionalisering voor leraren in kaart brengen? Departement Onderwijs en Vorming.

Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement.

Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38.

Vekeman, E., Devos, G., & Valcke, M. (2016). Human resource architectures for new teachers in Flemish primary education. Educational Management Administration & Leadership.

Zulfqar, A., Valcke, M., Devos, G., Tuytens, M., & Shahzad, A. H. (2016). Leadership and decision-making practices in public versus private universities in Pakistan. Asia Pacific Education Review, 1–13.


    2015

Daly, A., Moolenaar, N., Liou, Y.-H., Tuytens, M., & Del Fresno, M. (2015). Why so difficult? Exploring negative relationships between educational leaders: the role of trust, climate, and efficacy. American Journal of Education, 122(1), 1–38.

De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers’ professional learning in differentiated instruction. Teaching and Teacher Education, 47, 30–41.

Feys, E., & Devos, G. (2015). What comes out of incentivized collaboration: a qualitative analysis of eight Flemish school networks. Educational Management Administration & Leadership, 43(5), 738–754.

Vekeman, E., Devos, G., & Tuytens, M. (2015). The influence of teachers’ expectations on principals' implementation of a new teacher evaluation policy in Flemish secondary education. Educational Assessment Evaluation and Accountability, 27(2), 129–151.


    2014

De Neve, D., & Devos, G. (2014). Which environmental factors matter for the participation of beginning teachers in professional learning activities related to differentiated instruction? Steunpunt Studie- en Schoolloopbanen.

Devos, Geert, Tuytens, M., & Hulpia, H. (2014). Teachers’ organizational commitment: examining the mediating effects of distributed leadership. American Journal of Education, 120(2), 205–231.

Devos, G., Van Petegem, P., Vanhoof, J., Declercq, L. & Delvaux, E. (2014) Evaluatie van het evaluatiesysteem voor leerkrachten in het basisonderwijs en het deeltijds kunstonderwijs. Antwerpen/Apeldoorn: Garant.

Rots, I., Aelterman, A., & Devos, G. (2014). Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter? European Journal of Education , 37(3), 279–294.

Tuytens, M., & Devos, G. (2014). How to activate teachers through teacher evaluation? School Effectiveness and School Improvement, 25(4), 509–530.

Tuytens, M., & Devos, G. (2014). The problematic implementation of teacher evaluation policy: school failure or governmental pitfall? Educational Management Administration & Leadership, 42(4), 155–174.

Vanblaere, B., & Devos, G. (2014). Doen scholen ertoe bij de professionele ontwikkeling van leerkrachten? Leiderschap en schoolkenmerken gerelateerd aan percepties van professionele leergemeenschap kenmerken: een multilevel analyse. Steunpunt Studie- en Schoolloopbanen.

Vekeman, E., Devos, G., & Tuytens, M. (2014). The influence of teachers’ expectations on principals' implementation of a new teacher evaluation policy in Flemish secondary education. Educational Assessment Evaluation and Accountability.


    2013

Chang, Z., Devos, G., & Tondeur, J. (2013). Examining school culture in Flemish and Chinese primary schools. (T. Brush, Ed.)EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP.

Delvaux, E., Vanhoof, J., Tuytens, M., Vekeman, E., Devos, G., & Van Petegem, P. (2013). How may teacher evaluation have an impact on professional development? A multilevel analysis. TEACHING AND TEACHER EDUCATION, 36, 1–11.

Devos, G., Hulpia, H., Tuytens, M., & Sinnaeve, I. (2013). Self-other agreement as an alternative perspective of school leadership analysis: an exploratory study. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT.

Devos, G., Tuytens, M., Leysen, C., & Ysenbaert, J. (2013). Bestedingspatroon van personeelsmiddelen in basis- en secundaire scholen voor de invulling van hun administratieve, beleids- en pedagogisch ondersteunende taken. OBPWO-onderzoek

Devos, G., Van Petegem, P., Van Hoof, J., Delvaux, E., & Vekeman, E. (2013). Evaluatie van het onderwijspersoneel: beleid en praktijk in het Vlaamse secundair onderwijs, centra voor leerlingenbegeleiding en voor volwassenenonderwijs. Antwerpen: Garant.

Tuytens, M., & Devos, G. (2013). How to activate teachers through teacher evaluation? SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT.

Tuytens, M., & Devos, G. (2013). The problematic implementation of teacher evaluation policy: school failure or governmental pitfall? EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP.


    2012

Devos, G. (2012). Flanders (Belgium): regulated anarchy in catholic and public education. In K. Seashore Louis & B. van Velzen (Eds.), Educational policy in an international context : political culture and its effects (pp. 85–94). New York, NY, USA: Palgrave Macmillan.

Devos, G., Eckholm, M., Kofod, K., Seashore Louis, K., & Moos, L. (2012). Political culture and educational reform. In K. Seashore Louis & B. van Velzen (Eds.), Educational policy in an international context : political culture and its effects (pp. 5–27). New York, NY, USA: Palgrave Macmillan.

Devos, G., & Schratz, M. (2012). Reform in stable systems (Austria and Belgium-Flanders): the impossible dream? In K. Seashore Louis & B. van Velzen (Eds.), Educational policy in an international context : political culture and its effects (pp. 127–138). New York, NY, USA: Palgrave Macmillan.

Hulpia, H., Devos, G., Rosseel, Y., & Vlerick, P. (2012). Dimensions of distributed leadership and the impact on teachers’ organizational commitment : a study in secondary education. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, 42(7), 1745–1784.

Tuytens, M. (2012). Providing feedback to teachers : a study into the antecedents and consequences of teacher evaluation in secondary schools. Ghent University, Department of Educational Studies, Ghent, Belgium.

Tuytens, M., & Devos, G. (2012). The effect of procedural justice in the relationship between charismatic leadership and feedback reactions in performance appraisal. INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT, 23(15), 3047–3062.

Tuytens, M., & Devos, G. (2012). Importance of system and leadership in performance appraisal. PERSONNEL REVIEW, 41(6), 756–776.

van Velzen, B., Seashore Louis, K., Devos, G., Eckholm, M., & Kofod, K. (2012). “Wer vorwärts kommen will, muss auch mal rückwarts denken”: reflections on the case studies. In K. Seashore Louis & B. van Velzen (Eds.), Educational policy in an international context : political culture and its effects (pp. 193–212). New York, NY, USA: Palgrave Macmillan.


    2011

Chang, Z., Devos, G., & Yifei, L. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. ASIA PACIFIC EDUCATION REVIEW, 12(2), 319–328.

Hulpia, H., Devos, G., & Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: examining the source of the leadership function. EDUCATIONAL ADMINISTRATION QUARTERLY, 47(5), 728–771.

Tuytens, M., & Devos, G. (2011). Stimulating professional learning through teacher evaluation : an impossible task for the school leader? TEACHING AND TEACHER EDUCATION, 27(5), 891–899.


    2010

Devos, G., Van Petegem, P., Delvaux, E., & Feys, E. (2010). De evaluatie van scholengemeenschappen in het basis- en secundair onderwijs. Mechelen: Plantyn.

Hulpia, H., & Devos, G. (2010). How distributed leadership can make a difference in teachers’ organizational commitment? A qualitative study. TEACHING AND TEACHER EDUCATION, 26(3), 565–575.

Rots, I., Aelterman, A., Devos, G., & Vlerick, P. (2010). Teacher education and the choice to enter the teaching profession : a prospective study. TEACHING AND TEACHER EDUCATION, 26(8), 1619–1629.

Tuytens, M., & Devos, G. (2010). The influence of school leadership on teachers’ perception of teacher evaluation policy. EDUCATIONAL STUDIES, 36(5), 521–536.