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Social Sciences and Humanities

D-Index
56
Citations
14786
World Ranking
1873
National Ranking
73

Overview

Peter Sleegers is affiliated with the University of Twente in the Netherlands. Their research spans mainly across Social Sciences, Health Professions, and Psychology. They have contributed to several subfields including General Health Professions, Education, Public Administration, Developmental and Educational Psychology, and Information Systems and Management.

Their scholarly output focuses on various topics, including:

  • Interprofessional Education and Collaboration
  • Social Work Education and Practice
  • Mental Health and Patient Involvement
  • Educational and Psychological Assessments
  • Teacher Education and Leadership Studies
  • Educational Assessment and Improvement
  • Parental Involvement in Education

Peter Sleegers has published in multiple academic venues, with notable frequency in:

  • European Journal of Social Work
  • International Journal about Parents in Education
  • School Effectiveness and School Improvement

Their recent papers include:

  • "Types of parents and school strategies aimed at the creation of effective partnerships" (2023), published in International Journal about Parents in Education
  • "Fostering sustained teacher learning: a longitudinal assessment of the influence of vision building and goal interdependence on information sharing" (2020), published in School Effectiveness and School Improvement
  • "The relevance of practice development for professionalisation of social work" (2020), published in European Journal of Social Work
  • "Dream ore reality? The presence of Social Practice Development in social work practice" (2021), published in European Journal of Social Work
  • "Practice development in social work: differences between social workers with a bachelor's and master's degree" (2024), published in European Journal of Social Work

In their body of work, Peter Sleegers has collaborated frequently with several co-authors including Mariël van Pelt, Giel Hutschemaekers, Rudi Roose, Arnoud Oude Groote Beverborg, and Frederik Smit.

Best Publications

  • How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

    Erik E. J. Thoonen;Peter J. C. Sleegers;Frans J. Oort;Thea T. D. Peetsma

  • Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case

    Samuel Nguni;Peter Sleegers;Eddie Denessen

  • Occupying the Principal Position: Examining Relationships Between Transformational Leadership, Social Network Position, and Schools’ Innovative Climate:

    Nienke M. Moolenaar;Alan J. Daly;Peter J. C. Sleegers

  • Teaming Up: Linking Collaboration Networks, Collective Efficacy, and Student Achievement.

    Nienke M. Moolenaar;Peter J.C. Sleegers;Alan J. Daly

  • Transformational leadership effects on teachers' commitment and effort toward school reform

    Femke Geijsel;Peter Sleegers;Kenneth Leithwood;Doris Jantzi

  • The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

    Femke P. Geijsel;Peter J. C. Sleegers;Reinoud D. Stoel;Meta L. Krüger

  • The effect of peer socioeconomic status on student achievement: A meta-analysis

    Reyn van Ewijk;Peter Sleegers

  • Parental Involvement and Educational Achievement

    Geert Driessen;Frederik Smit;Peter Sleegers

  • One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms

    K. van Veen;P.J.C. Sleegers;P.H.M. van de Ven

  • How Does It Feel? Teachers' Emotions in a Context of Change.

    Klaas Van Veen;Peter Sleegers

  • Effects of reciprocal teaching on reading comprehension of low-achieving adolescents. The importance of specific teacher skills

    Mariska Okkinga;Roel van Steensel;Amos J.S. van Gelderen;Amos J.S. van Gelderen;Peter J.C. Sleegers

  • The impact of school leadership on school level factors: validation of a causal model

    Meta L. Krüger;Bob Witziers;Peter Sleegers

  • Modeling the Influence of School Leaders on Student Achievement How Can School Leaders Make a Difference

    Gerdy ten Bruggencate;Hans Luyten;Jaap Scheerens;Peter Sleegers

  • Conditions fostering the implementation of large-scale innovation programs in schools : Teachers' perspectives

    Femke Geijsel;Peter Sleegers;Rudolf van den Berg;Geert Kelchtermans

  • Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors

    Erik E.J. Thoonen;Peter J.C. Sleegers;Frans J. Oort;Thea T.D. Peetsma

  • Segregation by choice? A study of group‐specific reasons for school choice

    Eddie Denessen;Geert Driessena;Peter Sleegers

  • New Learning and the Classification of Learning Environments in Secondary Education

    Adrianus de Kock;Peter Sleegers;Marinus J. M. Voeten

  • Social Networks, Trust, and Innovation. How social relationships support trust and innovative climates in Dutch schools

    Nienke Moolenaar;P.J.C. Sleegers

  • Lighting affects students’ concentration positively: findings from three Dutch studies

    P.J.C. Sleegers;Nienke Moolenaar;Mirjam Galetzka;Adriaan T.H. Pruyn

  • Ties with potential: social network structure and innovative climate in Dutch schools

    Nienke M. Moolenaar;Alan J. Daly;Peter J. C. Sleegers

Frequent Co-Authors

Jaap Scheerens
Jaap Scheerens University of Twente
Marinus Voeten
Marinus Voeten Radboud University
Alan J. Daly
Alan J. Daly University of California, San Diego
Frans J. Oort
Frans J. Oort University of Amsterdam
Mieke Brekelmans
Mieke Brekelmans Utrecht University
Jan D. Vermunt
Jan D. Vermunt Eindhoven University of Technology
Kenneth Leithwood
Kenneth Leithwood University of Toronto
Nico Verloop
Nico Verloop Leiden University
Ming Ming Chiu
Ming Ming Chiu University of Hong Kong

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