Voraussetzungen für und Bedeutung von unterschiedlichen Kooperationsformen als Quelle der Arbeitszufriedenheit und Mitarbeiterbindung von Lehrkräften

To enable successful teacher collaboration and unfold its potential, numerous school-related conditions are required, which involve the actions of school leadership at various levels. Since cooperation itself can contribute to teacher professionalisation, conditions for as well as consequences of teacher collaboration are analysed.

In a quantitative study with data from 1052 teachers and pedagogical staff at Hamburg schools we examine the following questions: Do conditions for and qualities of teacher collaboration differ between different types of schools? How are different forms of teacher collaboration influenced by specific aspects of school leadership? Via analysis of variance we can identify differences in between types of schools regarding the studied constructs. Furthermore, regression analysis highlights the importance of structural requirements for forms of high-level cooperation.