2023, Näpfli, Jasmin, Schweinberger, Kirsten

In 2021 the Swiss Teachers’ Association (LCH) demanded that extended education offerings (EEO) should be the responsibility of schools and not outsourced, which in turn also implies a new cooperation partner for the schools. Till today not much is known about this cooperation. This study investigates this cooperation from the perspective of the cooperation partners – the teachers (N=233), school leaders (N=64), staff (N=349) and leaders (N=67) of the EEO by means of a quantitative survey in a pioneering canton in Switzerland. The findings show that cooperation is rated as “good”—but for different reasons—by the cooperation partners and that cooperation is linked to job satisfaction.

2020, Quesel, Carsten, Schweinberger, Kirsten, Möser, Guido

In social contexts, feedback by observers, participants, or recipients provides information on performance and products, thereby creating an opportunity to learn and improve. In education governance, many countries rely on school inspection by professional observers to convey feedback on organizational and pedagogical processes and outcomes. This article examines the reactions of teachers and leaders to a Swiss inspection approach that uses a traffic light system to evaluate process features of school quality. Using SPSS and Mplus, the multilevel analysis distinguishes between individual and collective effects. On the individual level, school leaders respond to the traffic light inspections in general slightly more positively than teachers. On the collective level, feedback that flags organizational disturbances or failures of local schools does not evoke a sweeping rejection. Overall, the results indicate a rather high acceptance of the traffic light approach.