Das Teacher-ProGRESS-Instrument: Quantitative Messung gruppenanalytisch-pädagogischer Haltungen und Strategien zur Förderung der psychosozialen Entwicklung in Schulen.

Autor/inn/en	Dietrich, Lars; Franke, Sebastian
Titel	Das Teacher-ProGRESS-Instrument: Quantitative Messung gruppenanalytisch-pädagogischer Haltungen und Strategien zur Förderung der psychosozialen Entwicklung in Schulen. Gefälligkeitsübersetzung: The Teacher-ProGRESS Instrument: Quantitative Measurement of Group-Analytic Pedagogical Dispositions and Strategies to Further Psychosocial Development in Schools.
Quelle	In: Praxis der Kinderpsychologie und Kinderpsychiatrie, 74 (2025) 6, S. 481-502Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0032-7034; 2196-8225
DOI	10.13109/prkk.2025.74.6.481
Schlagwörter	Einstellung (Psychologie); Psychosoziale Entwicklung; Gruppenanalyse; Förderung; Schule; Lehrer; Faktorenanalyse; Quantitative Forschung; Professionalisierung; Strategie; Nordrhein-Westfalen
Abstract	The (individual and collective) professional competence of teachers is probably the most important quality feature of schools. The Teacher-ProGRESS instrument was developed to support teachers in successfully developing their psychosocial support skills. A total of 14 dispositions and strategies as well as five group dynamics and emotions were inferred from groupanalytic pedagogical theory and practical experience, and operationalized via student questionnaires. The instrument?s internal structure has already been examined and further adjusted three times using exploratory factor analyses. The confirmatory factor analyses now conducted represent the next step in the development of the instrument. Results of the data collected in five schools in NRW suggest an overall good internal psychometric structure of the 19 scales. Further confirmation of the psychometric quality of the instrument requires additional longitudinal studies that can build on the present results in order to evaluate the predictive and divergent validity of the instrument. Teachers can already use the Teacher-ProGRESS instrument to obtain feedback from their students on their own psychosocial support skills. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3