Effects of Interventions on School Quality

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-School Turnaround and Reform Virtual Poster Session

Abstract

This paper explores school leadership and development in schools in challenging circumstances in Germany. Schools experienced measures of professionalization of school leadership and support for school development over a period of three years.
The analyses are based on a sample of up to 69 schools using autoregressive regressions on data of two different questionnaires assessed each year.
The findings show evidence for the effectivity of the interventions of the school development program resulting in less role ambiguity perceived by the school leaders as well as an improved coordination of actions of the school leaders and steering groups, coherence of the leadership team, cooperative leadership, communication, and cooperation on behalf of common pedagogical goals and strategies, all perceived by the employees.

Authors

• Stephan Gerhard Huber, University of Teacher Education Schwyz
  Presenting Author

• Marius Schwander, University of Teacher Education Zug
  Non-Presenting Author

• Jane Pruitt, University of Teacher Education Zug
  Non-Presenting Author

• Rolf Strietholt, IEA Hamburg
  Non-Presenting Author