The Sense of Community in School Scale (SCSS)

Autor/inn/en	Admiraal, Wilfried; Lockhorst, Ditte
Titel	The Sense of Community in School Scale (SCSS)
Quelle	In: Journal of Workplace Learning, 24 (2012) 4, S.245-255 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665621211223360
Schlagwörter	Teacher Attitudes; Collegiality; Measures (Individuals); Individual Differences; Predictive Validity; Work Environment; Foreign Countries; Teacher Collaboration; Communities of Practice; Student Teachers; Secondary School Students; Teacher Education; Questionnaires; Correlation; Multiple Regression Analysis; Hypothesis Testing; Interpersonal Relationship; Group Dynamics; Social Indicators; Student Teacher Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Lehrerverhalten; Kollegialität; Messdaten; Individueller Unterschied; Arbeitsmilieu; Ausland; Lehrerkooperation; Community; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Sekundarschüler; Lehrerausbildung; Lehrerbildung; Fragebogen; Korrelation; Hypothesenprüfung; Hypothesentest; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendynamik; Social indicator; Sozialer Indikator; Niederlande
Abstract	Purpose: Teacher communities might create excellent conditions for teacher learning in schools, such as a teacher dialogue. The way teachers perceive and interpret these conditions seems to be crucial for their effects on learning. Therefore, the purpose of this paper is to develop and test the Sense of Community in School Scale (SCSS). Design/methodology/approach: The SCSS was completed by a sample of 271 Dutch school teachers and student teachers and related to self-reported opportunities for teacher dialogue. It was hypothesized that sense of community and teacher dialogue were related, that teachers showed a stronger sense of community than student teachers, and that their sense of community was stronger related to teacher dialogue for teachers than for student teachers. Findings: Teachers showed higher scores on two of the six scales of the SCSS (group identity and meaningful relationships). For both teachers and student teachers, three aspects of sense of community (shared interaction repertoire, tolerance of individual differences, and meaningful relationships) were positively related to teacher dialogue, with stronger relations with two other aspects (group identity and shared domain) for teachers than for student teachers. Research limitations/implications: Although SCSS showed promising results, more technical research should be done to ensure its construct validity, differential validity and predictive validity. Originality/value: Teaching is still seen as isolated work. More insight in how to ascertain collaborative workplace conditions in school might further ideas on workplace learning for school teachers. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10