Regulation activities of teachers in secondary schools. Development of a theoretical framework and exploratory analyses in four secondary schools based on time sampling data
Authors
Maag Merki, Katharina
Grob, Urs W.
Rechsteiner, Beat
Schori, Nathanael
Rickenbacher, Anne
Author (Corporation)
Publication date
2021
Typ of student thesis
Course of study
Collections
Type
04A - Book part
Editors
Oude Groote Beverborg, Arnoud
Feldhoff, Tobias
Maag Merki, Katharina
Radisch, Falk
Editor (Corporation)
Supervisor
Parent work
Concept and design developments in school improvement research. Longitudinal, multilevel, and mixed methods and their relevance for educational accountability
Special issue
DOI of the original publication
Link
Series
Series number
Volume
Issue / Number
Pages / Duration
257-301
Patent number
Publisher / Publishing institution
Springer
Place of publication / Event location
Wiesbaden
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Previous research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
Keywords
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
978-3-030-69344-2
978-3-030-69347-3
978-3-030-69345-9
978-3-030-69347-3
978-3-030-69345-9
ISSN
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
Citation
MAAG MERKI, Katharina, Urs W. GROB, Beat RECHSTEINER, Andrea WULLSCHLEGER, Nathanael SCHORI und Anne RICKENBACHER, 2021. Regulation activities of teachers in secondary schools. Development of a theoretical framework and exploratory analyses in four secondary schools based on time sampling data. In: Arnoud OUDE GROOTE BEVERBORG, Tobias FELDHOFF, Katharina MAAG MERKI und Falk RADISCH (Hrsg.), Concept and design developments in school improvement research. Longitudinal, multilevel, and mixed methods and their relevance for educational accountability. Wiesbaden: Springer. S. 257–301. ISBN 978-3-030-69344-2. Verfügbar unter: https://doi.org/10.26041/fhnw-4920