University of Twente Student Theses
The (in)direct effect of student population’s Socio-Economic Status on the amount of Collaborative Professional Development among teachers in Dutch Primary Schools
Rouwenhorst, T. (2023) The (in)direct effect of student population’s Socio-Economic Status on the amount of Collaborative Professional Development among teachers in Dutch Primary Schools.
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| Abstract: | Studies from TALIS on collaborative teacher learning showed that teachers in schools with a low level of low-SES students are less often involved in collaborative professional development than teachers of schools with a high level of low-SES population (OECD, 2020). With the achievement gap between high- and low-SES students, attention should be paid to ensure in educational quality. A way to do so is to research the collaborative professional development among teachers in high & low-SES schools, and find out what lies at the foundation of this collaborative professional development (Torff & Sessions, 2009). In this study, secondary data from TALIS 2018 is used to answer the question how collaborative professional development is realized in Dutch primary schools with students from different levels of socio-economic status. An exploratory factor analysis was conducted and produced two latent variables, collaborative culture and contrived collegiality. These were used in Structural Equation Modelling. The effect of contrived collegiality on collaborative culture shows the central role of collaborative culture as a predicter for the amount of collaborative professional development. This indicates that there is a potential for school leaders and teachers to invest and stimulate collaborative culture in schools in the Netherlands. The need for contrived collegiality as the basis of collaborative professional development is worth to study. Since the present study showed that teachers in schools with low levels of low-SES students are less often involved in contrived collegiality, a qualitative study could be performed to research the reasons why. Is it because they work with a less demanding population, or is it because they are more experienced or better performing teachers? |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/95065 |
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