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Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
(Elsevier, 12/2024) Compagnoni, Miriam; Rechsteiner, Beat; Gotsch, Flurin; Grob, Urs; Wullschleger, Andrea; Maag Merki, Katharina
In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers’ well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.
01A - Beitrag in wissenschaftlicher Zeitschrift
Was zeichnet eine hohe Schulentwicklungskapazität aus?
(Beltz, 2022) Maag Merki , Katharina; Schäfer, Lisa; Rechsteiner, Beat; Wullschleger, Andrea; Compagnoni, Miriam; Rickenbacher, Ariane
Schulentwicklung ist ein langfristiger Prozess, der in den Schulen kontinuierlich und mehr oder weniger explizit realisiert wird. Die Weiterentwicklung von Routinen ist dabei von hoher Relevanz. Wie gelingt das und was zeichnet Schulen mit einer hohen Entwicklungskapazität aus?
01A - Beitrag in wissenschaftlicher Zeitschrift
“Title does not dictate behavior”. Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being
(Frontiers Research Foundation, 2022) Rechsteiner, Beat; Compagnoni, Miriam; Maag Merki, Katharina; Wullschleger, Andrea
Individuals in brokerage positions are vital when further developing complex organizations with multiple subgroups only loosely coupled to each other. Network theorists have conceptualized an individual’s brokerage as the degree to which a person occupies a bridging position between disconnected others. Research outside the school context has indicated for quite some time that an individual’s social capital in the form of brokerage is positively associated with professional development—not only on a collective but also on an individual level. Schools are without any doubt complex organizations with multiple loosely connected stakeholders involved when further developing their educational practice. Thus, it is not surprising that in recent years, the concept of brokerage has gained interest in research on school improvement as well. Up to now, in school improvement research brokerage has been operationalized in different ways: as individuals’ formal entitlement to act as intermediaries (formal brokerage), their position within a social network (structural brokerage), or their behavior when linking disconnected groups of staff members (behavioral brokerage). As these perspectives have often been examined separately, this study, as a first step, aimed to simultaneously assess school staff members’ formal, structural, and behavioral brokerage, and examine their degree of interrelatedness. In a second step, associations of brokerage with professional well-being were analyzed. Even though there is evidence for the positive impact of brokerage on professional development, only little is known about its associations with professional well-being. In a third step, interaction effects were examined when formal brokerage is congruent or incongruent with other facets of brokerage. Based on a sample of 1,316 school staff members at 51 primary schools in the German-speaking part of Switzerland, we conducted both bivariate correlational and multiple-group structural equation modeling analyses. The findings revealed that formal, structural, and behavioral brokerage are interrelated facets. However, formal entitlement did not determine either structural position or behavior. Moreover, brokerage within schools was only partially related to professional well-being. In the discussion section, the study’s key contributions and practical implications are presented in detail.
01A - Beitrag in wissenschaftlicher Zeitschrift
Wie wirksam ist ein hohes Mass an nützlich wahrgenommenen Kooperationen?
(29.06.2023) Wullschleger, Andrea; Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Compagnoni, Miriam
06 - Präsentation
Schulentwicklungskapazität als Voraussetzung für die Qualitätsentwicklung von schulischen Prozessen. Eine Bilanz
(16.03.2022) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schäfer, Lisa Maria; Rickenbacher, Ariane; Grob, Urs; Marusic-Würscher, Claudia
06 - Präsentation
Social interactions in schools concerning school improvement
(06/2020) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Vörös, András
06 - Präsentation
Schulentwicklungskapazität als Voraussetzung für die Optimierung von schulischen Prozessen
(03/2020) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schori, Nathanael; Grob, Urs
06 - Präsentation
Social interactions within school teams concerned with new ideas for teaching, teamwork and whole-school issues
(26.04.2019) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schori, Nathanael; Rickenbacher, Ariane
06 - Präsentation
Social interactions in schools concerned with new ideas for teaching, teamwork and school design
(13.08.2019) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schori, Nathanael; Rickenbacher, Ariane
06 - Präsentation
Social interactions in schools for building instructional capacity
(08.01.2020) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schori, Nathanael; Rickenbacher, Ariane
06 - Präsentation

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