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Table 13 Items and component loadings in study variables created by principal component analysis

From: How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors

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