Quality beyond professionalism. Insights into German all-day schools.

Autor/inn/en	Bremerich, Laurin; Graßhoff, Gunther; Sauerwein, Markus N.
Titel	Quality beyond professionalism. Insights into German all-day schools.
Quelle	In: International journal for research on extended education, 12 (2024) 2, S. 114-133Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:35316 10.3224/ijree.v12i2.05
URN	urn:nbn:de:0111-pedocs-353165
Schlagwörter	Zugehörigkeit; Ganztagsschule; Netzwerkanalyse; Befragung; Empirische Untersuchung; Mixed-Methods-Design; Qualifikation; Pädagogische Fachkraft; Professionalität; Qualität; Studie; Deutschland; Niedersachsen
Abstract	The research project "LAKTAT - Non-Professionals in German All-Day Schools: Qualifications, Orientations, Institutional Integration" examines the role and impact of nonprofessional staff in all-day schools, focusing on their pedagogical orientations and organizational integration. The study explores critical questions: How does a sense of belonging influence knowledge about the quality of after-school activities? What factors contribute to a sense of belonging? How do staff cope with the lack of belonging? A mixed-methods design was employed in the research, integrating quantitative data from Sub-study A and network analyses from Sub-study B. Sub-study A evaluated the socio-spatial level of educational personnel, taking into account demographic characteristics and the influence of belonging on quality knowledge. Sub-study B examines cooperation and networking among staff. The findings indicate that engagement is a significant predictor of quality knowledge, while age is negatively correlated with it. Work experience and full-time employment do not have a significant impact on engagement. These findings underscore the importance of fostering a sense of community and engagement among non-professional staff to improve the quality of afterschool programs. The study provides valuable insights into the need for multi-professional collaboration and institutional support to improve educational outcomes in all-day schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3