Multi-level onderzoek van samenwerking in het part-time onderwijs

Samenvatting

Factors relating to the cooperation between two part-time educational types (for pupils aged 15-19) are analyzed on three different levels. On the individual level, 2 samples of teachers (N = 314 & 271) responded to a postal questionnaire (closed questions), & members of the schoolboards of almost all of the relevant institutions (N = 163 & 21) were interviewed (closed questions). On the institutional level, these same schoolboard members provided institutional information. Data on the institutional level are used to construct the regions of cooperating institutions. Six variables are then created on the regional level & related to each other & to other variables on the institutional & individual level. The contextual analysis is carried out by computing product-moment correlations & multiple regression. The results indicate that size (on the institutional level) & confession (on the institutional & individual level) are important factors concerning the development of regional cooperation between the two educational types. Cooperation-orientation of teachers is determined mainly by personal relevance of programmatic or structural innovation, but their power orientation is predicted mainly by situational variables. Within each educational type, personal predictors concerning own cooperation-orientation of teachers are better than situational predictors. With regard to the perception of the partner's cooperation-orientation, personal predictors do as well as situational predictors. 3 Tables, 1 Figure. AA.