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School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England, Finland, South Korea, and the USA
ARTICLE

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TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigated the influence of between-school differences in participative school climate, time and money as learning supports, frequency of teacher appraisal, school SES, and number of teachers on individual teacher's collegial interaction. Nationally representative data for 8869 teachers in 551 lower secondary schools in England, Finland, South Korea, and the USA were analyzed. In all four countries, a participative school climate was positively associated with teacher collegial interaction, while support in the form of extra compensation did not have a significant effect on teacher collegial interaction. The influence of other school-level features was not consistent across countries.

Citation

Park, J.H. & Lee, J.Y. (2015). School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England, Finland, South Korea, and the USA. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 24-35. Elsevier Ltd. Retrieved December 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.04.002

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