School teams’ regulation strategies for dealing with school-external expectations for school improvement

dc.accessRightsAnonymous*
dc.contributor.authorWullschleger, Andrea
dc.contributor.authorRickenbacher, Ariane
dc.contributor.authorRechsteiner, Beat
dc.contributor.authorGrob, Urs
dc.contributor.authorMaag Merki, Katharina
dc.date.accessioned2023-02-07T13:43:44Z
dc.date.available2023-01-26T06:34:44Z
dc.date.available2023-02-07T13:43:44Z
dc.date.issued2022-04-29
dc.description.abstractSchool-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).en_US
dc.identifier.doi10.1177/00345237221090540
dc.identifier.issn0034-5237
dc.identifier.issn2050-4608
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/34487
dc.identifier.urihttps://doi.org/10.26041/fhnw-4604
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.relation.ispartofResearch in Educationen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.titleSchool teams’ regulation strategies for dealing with school-external expectations for school improvementen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dspace.entity.typePublication
fhnw.InventedHereNoen_US
fhnw.IsStudentsWorknoen_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.affiliation.hochschulePädagogische Hochschulede_CH
fhnw.affiliation.institutInstitut Forschung und Entwicklungde_CH
fhnw.openAccessCategoryHybriden_US
fhnw.pagination1-23en_US
fhnw.publicationStatePublisheden_US
relation.isAuthorOfPublication0c039cd0-3ebb-4dd5-a80b-6563e28dd764
relation.isAuthorOfPublication.latestForDiscovery0c039cd0-3ebb-4dd5-a80b-6563e28dd764
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