Teachers in primary schools, secondary schools and intermediate vocational education who follow a master’s programme, have a more developed applied research attitude than teachers who don’t. A first intermediate measurement of the effects of following a master’s programme on teachers and their environment shows hardly any other effects. This can be explained in part because teachers are still in the process of completing their master’s programme and effects may only occur after completion of their education. On the other hand, there may be too little variation or too few respondents to identify significant differences. At the same time it is concluded that the outcomes of the effect analysis, the results of the survey amongst school directors and the outcomes of focus interviews with master students complement and confirm each other for the most part.