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

Title
School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England, Finland, South Korea, and the USA
Author
박주호
Keywords
Teacher professional development; Teacher collegial interaction; School-level determinants
Issue Date
2015-05
Publisher
PERGAMON-ELSEVIER SCIENCE LTD
Citation
TEACHING AND TEACHER EDUCATION, v. 50, Page. 24-35
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. (C) 2015 Elsevier Ltd. All rights reserved.
URI
http://www.sciencedirect.com/science/article/pii/S0742051X15000621http://hdl.handle.net/20.500.11754/24706
ISSN
0742-051X
DOI
10.1016/j.tate.2015.04.002
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > EDUCATION(교육학과) > Articles
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