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<p>In the context of staff development at school, this study investigates the responsibilities of professional development coordinators as well as the objective working conditions and subjective prerequisites that influence task performance. These coordinators are typically teachers appointed by school principals to plan and coordinate professional development at their schools. However, the specific nature and scope of their responsibilities often remain vague. Drawing on survey data from <i>N</i> = 125 coordinators in North Rhine-Westphalia (Germany), the findings reveal that their work is primarily focused on organizational and administrative tasks, such as arranging in-school professional development sessions or coordinating with school leadership on planning matters. Multiple linear regression analyses show that cooperation with school leadership (<InlineEquation ID="IEq3"> <EquationSource Format="TEX">\(\hat{\beta }\)</EquationSource> </InlineEquation> = 0.31, <i>SE</i> = 0.10, <i>p</i> &lt; 0.001), as a&#xa0;subjective working condition, and formal qualification for the coordinator role (<InlineEquation ID="IEq4"> <EquationSource Format="TEX">\(\hat{\beta }\)</EquationSource> </InlineEquation> = 0.24, <i>SE</i> = 0.09, <i>p</i> &lt; 0.01), as an objective condition, are positively associated with the number of tasks undertaken. The results highlight the importance of systematic qualification and clearly defined legal guidelines to adequately support coordinators in fulfilling their multifaceted role within school development processes.</p>

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Fortbildungsbeauftragte an Schulen: Eine empirische Untersuchung ihrer Arbeitsbedingungen und Aufgaben

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月18日

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  • Julia Hartung,
  • Dirk Richter,
  • Eric Richter

摘要

In the context of staff development at school, this study investigates the responsibilities of professional development coordinators as well as the objective working conditions and subjective prerequisites that influence task performance. These coordinators are typically teachers appointed by school principals to plan and coordinate professional development at their schools. However, the specific nature and scope of their responsibilities often remain vague. Drawing on survey data from N = 125 coordinators in North Rhine-Westphalia (Germany), the findings reveal that their work is primarily focused on organizational and administrative tasks, such as arranging in-school professional development sessions or coordinating with school leadership on planning matters. Multiple linear regression analyses show that cooperation with school leadership ( \(\hat{\beta }\)  = 0.31, SE = 0.10, p < 0.001), as a subjective working condition, and formal qualification for the coordinator role ( \(\hat{\beta }\)  = 0.24, SE = 0.09, p < 0.01), as an objective condition, are positively associated with the number of tasks undertaken. The results highlight the importance of systematic qualification and clearly defined legal guidelines to adequately support coordinators in fulfilling their multifaceted role within school development processes.