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Why teachers cooperate: an expectancy-value model of teacher cooperation

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Abstract

While cooperation among teachers is considered an important indicator of school quality, the empirical evidence on the efficacy of teacher cooperation is manifold. Some findings show that cooperation leads to improvements in teachers’ professionalization by reducing stress, while others show positive effects with regard to students’ academic performance. In order to better comprehend – and ultimately promote – cooperation among teachers, conditions of successful cooperation – such as voluntariness, shared objectives, and trust – have been identified. Thus far, however, research has not focused on the individual motivations of teaching staff in terms of why they do or do not cooperate. To explore this topic both theoretically and empirically, an expectancy-value model will be employed. The theoretically derived model is tested empirically by means of a structural equation model using data gathered in the German [place holder] project (N = 582). The results indicate that the subjective value component, in particular personal relevance, is the decisive factor in determining why teachers cooperate in teaching-related forms of cooperation. It is therefore key for all forms of cooperation that the individual teacher voluntarily wants to cooperate and shows interest in doing so. No relationship is found between the expectation of success and cooperation.

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Notes

  1. Translated from German for reasons of comprehensibility.

  2. Translated for purposes of comprehensibility.

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Authors and Affiliations

  1. Institute of Educational Science, Paderborn University, Warburger Str, 100 33098, Paderborn, Germany

    Kerstin Drossel & Birgit Eickelmann

  2. Institute of Educational Science, University of Münster, Georgskommende 33, 48143, Münster, Germany

    Stefanie van Ophuysen

  3. Center for Research on Education and School Development, Technical University of Dortmund, Vogelpothsweg 78, 44227, Dortmund, Germany

    Wilfried Bos

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  1. Kerstin Drossel
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  2. Birgit Eickelmann
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  3. Stefanie van Ophuysen
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  4. Wilfried Bos
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Correspondence to Kerstin Drossel.

Additional information

Kerstin Drossel, Dr. phil., Paderborn University, Institute of Educational Science, kdrossel@mail.upb.de; Warburger Str. 100 33,098 Paderborn, Germany

Current themes of research:

Teacher collaboration and multi-professional cooperation. Social disparities. Teacher profession(alism). School administration conduct / actions. Motivation. Large-scale assessments. Regional educational landscapes. New technologies

Most relevant publications in the field of psychology of education:

Dr. Drossel, K., Eickelmann, B. & Gerick, J. (2017). Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration. Education and Information Technologies, 22(2), 551–573.

Birgit Eickelmann, Prof. Dr., Paderborn University, Institute of Educational Science, birgit.eickelmann@upb.de; Warburger Str. 100 33,098 Paderborn, Germany

Current themes of research:

School pedagogics and school theory. Empirical school and school development research. Integration of new technologies in teaching and learning. Development of the school system in the twenty-first century. Academic management (National Research Coordinator) of the IEA studies of ICILS 2013 and ICILS 2018 (International Computer and Information Literacy Study; international. Comparative school achievement studies on students’ computer and information literacy) [among others]

Most relevant publications in the field of psychology of education:

Eickelmann, B. & Vennemann, M. (2017). Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899.

Stefanie van Ophuysen, Prof. Dr., University of Münster, Institute of Educational Science, vanophuysen@uni-muenster.de; Georgskommende 33, 48,143 Münster, Germany

Current themes of research:

Pedagogical diagnostics and teachers‘ diagnostic competence; teacher education with focus on research based learning; cohesion and social participation in inclusive classrooms; transition from primary school to secondary school

Most relevant publications in the field of psychology of education:

van Ophuysen, S., Behrmann, L., Bloh, B., Homt, M. & Schmidt, J. (2017). Die universitäre Vorbereitung angehender Lehrkräfte auf Forschendes Lernen im Berufsalltag. [Academic preparation of teachers-to-be for research-based learning in everyday professional work] Journal of Educational Research Online, 9, 274–303.

Wilfried Bos, Prof. Dr., Technical University of Dortmund, Center for Research on Education and School Development, officebos-ifs.fk12@tu-dortmund.de, Vogelpothsweg 78, 44,227 Dortmund, Germany

Current themes of research:

Empirical research methods. Quality assurance in educational systems. International educational research. Evaluation. Pedagogical research on China

Most relevant publications in the field of psychology of education:

Hartmann, R., McElvany, N., Gebauer, M. & Bos. W. (2012). Differential patterns of school motivation in students of culturally and linguistically diverse backgrounds. Tertium Comparationis, 18(2), 209–223.

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Drossel, K., Eickelmann, B., van Ophuysen, S. et al. Why teachers cooperate: an expectancy-value model of teacher cooperation. Eur J Psychol Educ 34, 187–208 (2019). https://doi.org/10.1007/s10212-018-0368-y

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