Table 13 Items and component loadings in study variables created by principal component analysis
Deeper collaboration (1 = not at all typical; 4 = completely typical) (total variance explained: 61.4%; KMO: .704 Cronbach α: 0.784) * Original question was: How typical is it for you to do these activities? | |
|---|---|
Component loadings | |
Observe my colleagues' classes to learn from them | .847 |
Observe my colleagues' classes in order to provide feedback | .857 |
Engage in joint activities in a class (e.g. co-teaching) or across different classes and age groups (e.g. organizing projects) with my colleagues | .692 |
Carry out joint research with my colleagues, aimed at improving teaching practice (e.g. analysing the performance of the school, studying a new pedagogical theory or method) | .728 |
Sharing (1 = not at all typical; 4 = completely typical) (total variance explained: 64.3%; KMO: .673 Cronbach α: 0.713) * Original question was: How typical is it for you to do these activities? | |
|---|---|
Component loadings | |
Exchange teaching materials with my colleagues | .819 |
Engage in discussions with my colleagues about the learning development of specific students | .820 |
Discuss with my colleagues what and how we are learning | .766 |
Collaboaration perception of impact (1 = not at all typical; 4 = completely typical) (total variance explained: 47.4,1%; KMO: .804 Cronbach α: 0.813) * Original question was: How much do these activities support your professional development? | |
|---|---|
Component loadings | |
Observe my colleagues' classes to learn from them | .758 |
Observe my colleagues' classes in order to provide feedback | .757 |
Engage in joint activities in a class (e.g. co-teaching) or across different classes and age groups (e.g. organizing projects) with my colleagues | .673 |
Exchange teaching materials with my colleagues | .711 |
Engage in discussions with my colleagues about the learning development of specific students | .606 |
Carry out joint research with my colleagues, aimed at improving teaching practice (e.g. analysing the performance of the school, studying a new pedagogical theory or method) | .629 |
Discuss with my colleagues what and how we are learning | .670 |
Self-efficacy (1 = not at all typical; 4 = completely typical) (proportion of variance explained: 49.9%; KMO: .847 Cronbach α: 0.853) * Original question was: In your teaching, to what extent can you do the following? | |
|---|---|
Component loadings | |
Control disruptive behaviour in the classroom | .759 |
Motivate students who show low interest in school work | .653 |
Make my expectations about student behaviour clear | .763 |
Help students think critically | .632 |
Get students to follow classroom rules | .713 |
Calm a student who is disruptive or noisy | .768 |
Use a variety of assessment strategies | .682 |
Provide an alternative explanation, for example when students are confused | .665 |
Collegial relations (1 = not at all typical; 5 = completely typical) (proportion of variance explained: 75.8%; KMO: .891 Cronbach α: .0919) * Original question was: You see below pairs of opposite characteristics. Please assess the climate among the teaching staff in your school along each of these pairs of characteristics by a scale of 1 to 5 | |
|---|---|
Component loadings | |
tense—relaxed | .843 |
less innovative—innovative | .811 |
small-minded—tolerant | .892 |
rigid—flexible | .900 |
discouraging—encouraging | .903 |
School climate (1 = not at all typical; 5 = completely typical) (proportion of variance explained: 55.7%; KMO: .885 Cronbach α: 0.864) * Original question was: To what extent do you agree with the following statements about your school? | |
|---|---|
Component loadings | |
School provides staff with opportunities to actively participate in school decisions | .670 |
In this school there is a collaborative school culture characterised by mutual support. The school staff share a common set of beliefs about teaching and learning | .828 |
The school staff share a common set of beliefs about teaching and learning | .797 |
Teachers and students usually get on well with each other | .668 |
If a student needs additional support, the school provides it | .693 |
In this school most teachers/trainers strive to continuously develop their knowledge of teaching and learning | .807 |
There is high level collaboration between the school and local employers | .748 |
Transformational leadership (1 = not at all typical; 4 = completely typical) (proportion of variance explained: 73.3%; KMO: .924 Cronbach α: 0.939) * Original question was: To what extent do you agree with the following statements about your school? | |
|---|---|
Component loadings | |
In this school, teachers can count on getting support and advice from school leaders | .889 |
School leaders express clear objectives for developing the school and refer explicitly to these during the decision-making process | .857 |
School leaders show appreciation when a teacher takes the initiative to improve her/his teaching practice or to engage in professional learning activities | .875 |
School leaders create sufficient opportunities for teachers for their professional development | .886 |
School leaders encourage teachers to seek and discuss new knowledge relevant to developing the school | .882 |
School leaders regularly discuss with individual teachers their personal development goals | .797 |
School leaders support teachers in sharing practice with other schools | .806 |
Barriers to collaboration (1 = not at all typical; 4 = completely typical) (proportion of variance explained: 52.7%; KMO: .768 Cronbach α: 0.7739) * Original question was: To what extent do you agree with the following statements? A barrier to teacher collaboration in this school is … | |
|---|---|
Component loadings | |
The relatively large number of part-time contracted instructors in the school staff | .671 |
The frequent change of school staff | .826 |
The different nature of work, time scheduling or challenges of general subject teachers, vocational teachers and trainers | .735 |
The small number of teachers/trainers teaching the same subject | .674 |
The superficial working of my subject department that does not support PD | .715 |