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


Wullschleger, Andrea; Rickenbacher, Ariane; Rechsteiner, Beat; Grob, Urs; Maag Merki, Katharina (2024). School teams' regulation strategies for dealing with school-external expectations for school improvement. Research in Education, 118(1):26-48.

Abstract

School-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).

Abstract

School-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).

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:School improvement processes, school-based regulation strategies, primary school, school-external expectations, school teams
Language:English
Date:1 May 2024
Deposited On:14 Dec 2022 13:30
Last Modified:28 Apr 2024 01:40
Publisher:Sage Publications
ISSN:0034-5237
OA Status:Green
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1177/00345237221090540
Project Information:
  • : FunderSNSF
  • : Grant ID175872
  • : Project TitleSchool Improvement Capacity for Academic Learning. Eine mehrebenenanalytische Prozess- und Wirkungsanalyse in Primarschulen in unterschiedlichen kantonalen Governance-Systemen
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution 4.0 International (CC BY 4.0)