Ben van der Hilst

346 Propositions on the effects of introducing the TOS: P4 The introduction of the TOS leads to more manifestations of professional behavior type 2. P5 The introduction of the TOS leads to more ease of innovation. P6 The introduction of the TOS leads to an increase in job satisfaction of teachers. P7 The introduction of the TOS leads to more random professional encounters. Proposition concerning the role of the school leader: P8 The school management plays an important (crucial) role in the introduction, maintenance and operation of the TOS. Proposition about the generative mechanism: about why the effects are achieved through this organizational model: P9 The introduction of the TOS strengthens the connections between and within the operating system and the production system. These propositions have been investigated along two parallel tracks: empirically and in literature. The empirical study comprises five sub-studies under three research con- ditions: schools that did not introduce TOS, schools that introduced TOS a long time ago and schools that introduced TOS as part of this research. The literature study sought to investigate a number of perspectives that could help deepen the under- standing of the observations in practice. The accumulation of knowledge, on which this thesis reports, can be considered an iterative process between these two tracks of research. Empirical Research To investigate the propositions about the situation in which no TOS was introduced, the organizational structure of 150 schools from all educational sectors (without TOS) was analyzed based on the interactive and methodical drawing of the organizational chart of the schools. A connection between the organizational structure and (change) processes in the school can be observed. At 25 MBO schools (tertiary vocational education, also without TOS), that participated in a national innovation project aimed at improving career orientation and guidance, the reception of this external innovation impulse was investigated. In particular, the impact of the characteristics of the organizational structure on the im- plementation process in the school has been investigated. These two surveys provide data for the validation of the first three propositions.