Types of Teacher Co-operation and Perception of Demands at All-Day Schools
The central objective of this research project is to compare the demands and workload placed on all-day and half-day school teachers. A quantitative assessment is conducted with two points in time for measurement. Guided interviews are carried out at selected schools in a qualitative study.
The central objective of this research project, which is carried out at Bergische Universität Wuppertal in co-operation with the DIPF, is to compare the demands and workload placed on teachers at all-day schools with half-day school teachers. We apply a theoretical model that has been empirically validated in previous studies. In particular, we will assess the role of teacher co-operation with colleagues as well as with other professional staff and other groups of persons with regard to demands and workload.
A quantitative assessment is conducted as a longitudinal study with two points in time for measurement, including a standardised panel survey of teachers and other pedagogical staff with respect to selected criteria of school-related demands and workloads as well as different types and conditions of co-operation. This questionnaire-based survey is conducted in fully compulsory all-day schools that existed prior to 2002 as well as in half-day schools in the federal state of North-Rhine Westphalia. Guided interviews are carried out at selected schools in a qualitative study. Hence, the statements on demands/workload and teacher co-operation generated from contextual analyses and aggregation are rendered more concrete and validated (communicative validation). Moreover, the interviews serve as preliminary studies for the development of assessment instruments regarding the contents and qualities of co-operation across professions.
|Project type:||Interdepartmental projects|
01/2008 - 12/2009
|Department:||Department of Educational Governance|