Ben van der Hilst

345 Professional action outside the classroom is called professional behavior type 2. This study distinguishes five characteristics of type 2 behavior: The teacher has a continued focus on improving professional conduct type 1 through reflection, research, and training. • The teacher enjoys, and is skillful at cooperation and gladly shares knowledge. • The teacher acts in an organization-conscious manner. • The teacher contributes to organizational development. • The teacher acts independently, takes initiative, and is innovative. Influencing the quality of education is conceptualized as influencing teachers’ profes- sional behavior type 2. The concept of agility refers to the ability of the organization to adapt to new circumstances, new developments, and changes in learning needs. The TOS intends to allow for a flexible adaptation of changes within the organization. For this research, agility has therefore been denoted as ease or smoothness of innovation . On the basis of recent cases, school leaders and teachers can reflect on how smooth implementa- tion of changes in the organization takes place. The concept of job satisfaction is not further elaborated in this study, but as with professional behavior type 2 and ease of innovation, the concept has been operationalized in practice as part of this study. In order to validate the research theorem, nine propositions are derived that are verified in different research contexts. Propositions regarding the situation in which no TOS has been introduced: P1 Schools where the TOS has not been introduced, are characterized by weak connections between management, teams, teachers and student outcomes. P2 In schools where the TOS has not been introduced, the teams are weakly defined in terms of responsibilities and mandates. P3 In schools where the TOS has not been introduced, the ease of innovation is low. Summary Teamgericht organiseren