Martine van der Pluijm

111 How can teachers build partnerships? On average, teachers succeeded in involving a higher number of parents during the parent- child activities at posttest ( M = 10.8, SD = 3.14), compared to pretest ( M = 8.00, SD = 4.74). This difference was significant t (12) = -3.24, p = .007, d = .70. The percentage of parents in all classrooms was 69% at posttest, compared to 47% at pretest. Parent involvement in the activities was lower (13% at pretest and 15% at posttest) in the classrooms of the two teachers who only partially participated compared to that in the classrooms of the eleven teachers who fully participated (54% at pretest and 79% at posttest). To determine how the use of AHL steps contributed to teachers’ personal goals and sustainable improvements, we asked teachers how the program had affected their motivation and satisfaction as a teacher, the parental role, children’s development, and their intentions to continue using AHL. Table 4.4 presents the results. TABLE 4.4: Teachers’ perceived impact of AHL Teacher Perceived personal goals Perceived improvement Teachers’ feelings of satisfaction Intention to continue using AHL Autonomy Relatedness Competence Parental role Child development 1 + + + +/- + +/- + 2 + +/- + + + + + 3 + +/- + +/- + +/- + 4 + + +/- + + +/- + 5 + + + + + + + 6 + + + + + + + 7 + + + + + + + 8* + + + + + + + 9 +/- + + + + +/- + 10* + - - - + - + 11 + +/- + + + +/- + 12 + + + + + +/- + 13 + + + + + + 14 + + + +/- + + += positive impact, -= limited impact, +/- mixed impact, no sign=no information *Teachers who only partially participated in the professionalization program All teachers ( n =14) reported they could fulfill their roles with substantial autonomy. Teachers emphasized that the program had given them the necessary theoretical background and tools without reducing their freedom to develop a personal approach. Teacher 13 reported: “A great feeling of freedom because you can tailor the theoretical guidelines to your own needs.” Teacher 4