Bodine R Romijn
Biographic Data
| ID | 6184881 |
|---|---|
| NAME | Bodine R Romijn |
| GIVEN NAMES | Bodine R |
| FAMILY NAME | Romijn |
| SIGNATURE | ROMIJN B R |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-8684-8322 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ professional well-being in Dutch child care and after-school care programs: Relations with individual, classroom and organizational characteristics
This paper investigates determinants of professional well-being (PWB) of teachers working in child care (i.e. day care and after-school care) using the Job Demands and Resources (JD-R) model. Based on nationally representative data from 841 teachers and 494 leaders working in 559 Dutch child care centers, we tested a comprehensive set of possible predictors of PWB at the individual teacher (e.g., work experience), classroom (e.g., classroom compo…
Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion
ECEC organizations can be clustered in types based on structural characteristics. • Organizations combine logics to adapt to hybrid ECEC system. • Engaged professional organizations outperform others on quality and inclusion. • ECEC should invest in professional development and keep ties with their community. • In effective hybrid ECEC organizations a social mission and market logic coexist. This article investigates whether differences in qualit…
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review
Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion
ECEC organizations can be clustered in types based on structural characteristics. • Organizations combine logics to adapt to hybrid ECEC system. • Engaged professional organizations outperform others on quality and inclusion. • ECEC should invest in professional development and keep ties with their community. • In effective hybrid ECEC organizations a social mission and market logic coexist. This article investigates whether differences in qualit…
Teachers’ professional well-being in Dutch child care and after-school care programs: Relations with individual, classroom and organizational characteristics
This paper investigates determinants of professional well-being (PWB) of teachers working in child care (i.e. day care and after-school care) using the Job Demands and Resources (JD-R) model. Based on nationally representative data from 841 teachers and 494 leaders working in 559 Dutch child care centers, we tested a comprehensive set of possible predictors of PWB at the individual teacher (e.g., work experience), classroom (e.g., classroom compo…
Early Childhood Education and Development (2 works) · Pedagogy (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Anthropology (1 works) · Bureaucracy (1 works) · Business (1 works) · Child care (1 works) · Cross-cultural (1 works) · Early childhood education (1 works)