Melissa Tuytens
Biographic Data
| ID | 6270614 |
|---|---|
| NAME | Melissa Tuytens |
| GIVEN NAMES | Melissa |
| FAMILY NAME | Tuytens |
| SIGNATURE | TUYTENS M |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0001-9934-9445 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 54 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
How to return to the classroom after burnout? Enabling and constraining factors experienced by teachers
Burnout among teachers is a pervasive issue with substantial implications for educational systems worldwide. While extensive research has explored the causes and manifestations of burnout, less attention has been directed towards understanding the process of returning to teaching after experiencing burnout. This study addresses this gap by examining the experiences of teachers who have navigated burnout and subsequently returned to the profession…
Teacher wellbeing in schools
Research indicates that while teachers generally love their jobs, teaching remains a highly stress-sensitive profession. In recent years, concerns related to work stress and burnout, categorised as psychosocial risks, have been on the rise. These challenges are further intensified by increasing teacher shortages and attrition rates. This systematic literature review aims to provide a comprehensive overview of job resources and job demands in rela…
Towards program coherence in secondary teacher education
The alignment of induction and evaluation of beginning teachers in secondary education
Strategic human resource management in primary and secondary schools. An explorative study in Flanders (Belgium)
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-stru…
Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders
All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresentation of NAMS in vocational tracks and a lack of interaction between reception and mainstream educa…
Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes
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 …
Beginning teachers’ professional support
Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools
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 …
Evaluating teachers’ professional development initiatives
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance …
Why So Difficult? Exploring Negative Relationships between Educational Leaders
Recent work suggests the importance of collaboration among district-office and school leaders. Most studies examine prosocial relationships, but negative social ties, which may be more consequential, are rarely examined. We collected survey data from 78 educational leaders on perceptions of culture and negative relationships and used social-network analysis to examine the likelihood of leaders forming negative relationships. Findings indicate tha…
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Teachers’ Organizational Commitment
This study examines the relation between principals’ leadership and teachers’ organizational commitment, mediated by distributed leadership. Data were collected from 1,495 teachers in 46 secondary schools. Structural equation modeling indicated that the effect of principals’ leadership on teachers’ organizational commitment is mediated by the leadership of assistant principals and teacher leaders, cooperation within the leadership team, and parti…
How may teacher evaluation have an impact on professional development? A multilevel analysis
Stimulating professional learning through teacher evaluation
Teachers' perception of the new teacher evaluation policy
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Stimulating professional learning through teacher evaluation
Evaluating teachers’ professional development initiatives
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance …
Teachers' perception of the new teacher evaluation policy
Beginning teachers’ professional support
Teachers’ Organizational Commitment
This study examines the relation between principals’ leadership and teachers’ organizational commitment, mediated by distributed leadership. Data were collected from 1,495 teachers in 46 secondary schools. Structural equation modeling indicated that the effect of principals’ leadership on teachers’ organizational commitment is mediated by the leadership of assistant principals and teacher leaders, cooperation within the leadership team, and parti…
Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools
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 …
How may teacher evaluation have an impact on professional development? A multilevel analysis
Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes
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 …
Teachers' perception of the new teacher evaluation policy
Stimulating professional learning through teacher evaluation
How may teacher evaluation have an impact on professional development? A multilevel analysis
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Teachers’ Organizational Commitment
This study examines the relation between principals’ leadership and teachers’ organizational commitment, mediated by distributed leadership. Data were collected from 1,495 teachers in 46 secondary schools. Structural equation modeling indicated that the effect of principals’ leadership on teachers’ organizational commitment is mediated by the leadership of assistant principals and teacher leaders, cooperation within the leadership team, and parti…
Why So Difficult? Exploring Negative Relationships between Educational Leaders
Recent work suggests the importance of collaboration among district-office and school leaders. Most studies examine prosocial relationships, but negative social ties, which may be more consequential, are rarely examined. We collected survey data from 78 educational leaders on perceptions of culture and negative relationships and used social-network analysis to examine the likelihood of leaders forming negative relationships. Findings indicate tha…
Evaluating teachers’ professional development initiatives
Evaluating teachers’ professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an extended framework to guide the evaluation of (the effectiveness of) PDI. Furthermore, and in accordance …
Beginning teachers’ professional support
Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools
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 …
Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes
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 …
Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders
All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresentation of NAMS in vocational tracks and a lack of interaction between reception and mainstream educa…
Strategic human resource management in primary and secondary schools. An explorative study in Flanders (Belgium)
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-stru…
The alignment of induction and evaluation of beginning teachers in secondary education
Towards program coherence in secondary teacher education
How to return to the classroom after burnout? Enabling and constraining factors experienced by teachers
Burnout among teachers is a pervasive issue with substantial implications for educational systems worldwide. While extensive research has explored the causes and manifestations of burnout, less attention has been directed towards understanding the process of returning to teaching after experiencing burnout. This study addresses this gap by examining the experiences of teachers who have navigated burnout and subsequently returned to the profession…
Teacher wellbeing in schools
Research indicates that while teachers generally love their jobs, teaching remains a highly stress-sensitive profession. In recent years, concerns related to work stress and burnout, categorised as psychosocial risks, have been on the rise. These challenges are further intensified by increasing teacher shortages and attrition rates. This systematic literature review aims to provide a comprehensive overview of job resources and job demands in rela…
Teacher Education and Leadership Studies (14 works) · Pedagogy (13 works) · Psychology (13 works) · Mathematics education (10 works) · Computer Science (7 works) · Political science (7 works) · Professional development (7 works) · Social Psychology (7 works) · Social Psychology (7 works) · Sociology (7 works)