Abstract
Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relationship between collaborative culture, affective commitment, and job satisfaction of teachers taking both collaborative cultures in the entire school, as well as in informal subgroups, into account. Survey data of 760 teachers, nested in 136 subgroups and 13 secondary schools, were analyzed using multilevel path analyses. Results show that collaborative culture in the informal subgroup is positively related to teachers’ affective commitment and job satisfaction and that affective commitment is a mediator. The collaborative culture at the school level was not a significant predictor. School leaders need to be aware that there are, to some extent, subgroups within the school which develop their own collaborative culture through social contagion processes which impact job satisfaction and affective commitment to a greater extent than the school-level culture.
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Chloé Meredith. Educational Effectiveness and Evaluation, KU Leuven, Belgium.
Current themes of research:
Social networks in schools. Teacher collaboration. Teacher attitudes.
Most relevant publications in the field of Psychology of Education:
Meredith, C., Schaufeli, W., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2020). ‘Contagion’ of burnout among teachers: A social network approach. Journal of Occupational & Organizational Psychology, 93, 328-352. https://doi.org/10.1111/joop.12296
Vangrieken, K., Meredith, C., Packer, T., & Kyndt E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59. https://doi.org/10.1016/j.tate.2016.10.001
Meredith, C., Moolenaar N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2017). The measurement of collaborative culture in secondary schools: An informal subgroup approach. Frontline Learning Research, 5(2), 24-35. https://doi.org/10.14786/flr.v5i2.283
Meredith, C., Van den Noortgate, W., Struyve, C., Gielen, S., & Kyndt, E. (2017). Where do information ties in secondary schools come from? A multilevel network approach. Social Networks: An International Journal of Structural Analysis, 32, 35-40. https://doi.org/10.1016/j.socnet.2017.03.006
Nienke Moolenaar. Dutch Inspectorate of Education, The Netherlands
Current themes of research:
Innovation in schools. School leadership. Social networks in schools
Most relevant publications in the field of Psychology of Education:
Moolenaar, N.M., Daly, A.J., & Sleegers, P.J.C. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46, 623-670. https://doi.org/10.1177/0013161X10378689
Daly, A.J., Moolenaar, N.M., Bolivar, J.M., & Burke, P. (2010). Relationships in reform: The role of teachers’ social networks. Journal of Educational Administration, 48, 359-391. https://doi.org/10.1108/09578231011041062
Price, H.E., & Moolenaar, N.M. (2015). Principals’ social interactions with teachers. Journal of Educational Administration, 53, 116-139. https://doi.org/10.1108/JEA-02-2014-0023
Moolenaar, N.M., Daly, A.J., & Sleegers, P.J.C. (2011). Ties with potential: Social network structure and innovative climate in Dutch schools. Teachers College Record, 113, 1983-2017.
Moolenaar, N.M., & Daly, A.J. (2012). Social networks in education: Exploring the social side of the reform equation. American Journal of Education, 119, 1-6. https://doi.org/10.1086/667762
Charlotte Struyve. Educational Effectiveness and Evaluation, KU Leuven, Belgium
Current themes of research:
Teacher leadership. Social networks in schools. Special education
Most relevant publications in the field of Psychology of Education:
Mamas, C., Daly, A., Struyve, C., Kaimi, I., Michail, G. (2019). Learning, friendship, and social contexts: Introducing a social network analysis toolkit for socially responsive classrooms. International Journal of Educational Management, 33, 1255-1270. https://doi.org/10.1108/IJEM-03-2018-0103
Struyve, C., Hannes, K., Meredith, C., Vandecandelaere, M., Gielen, S., De Fraine, B. (2018). Teacher leadership in practice: Mapping the negotiation of the position of the special educational needs coordinator in schools. Scandinavian Journal of Educational Research, 62, 701-718. https://doi.org/10.1080/00313831.2017.1306798
Struyve, C., Daly, A., Vandecandelaere, M., Meredith, C., Hannes, K., De Fraine, B. (2016). More than a mentor: The role of social connectedness in early career and experienced teachers’ intention to leave. Journal of Professional Capital and Community, 1, 198-218.
Struyve, C., Meredith, C., Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15, 203-230. https://doi.org/10.1007/s10833-013-9226-5.
Meredith, C., Moolenaar N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2017). The measurement of collaborative culture in secondary schools: An informal subgroup approach. Frontline Learning Research, 5, 24-35. https://doi.org/10.14786/flr.v5i2.283
Machteld Vandecandelaere. Instructional Psychology and Technology, KU Leuven, Belgium
Current themes of research:
Didactics. Educational effectiveness. Higher education. Flexible learning paths
Most relevant publications in the field of Psychology of Education:
Meredith, C., Moolenaar N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2017). The measurement of collaborative culture in secondary schools: An informal subgroup approach. Frontline Learning Research, 5(2), 24-35. https://doi.org/10.14786/flr.v5i2.283
Struyve, C., Hannes, K., Meredith, C., Vandecandelaere, M., Gielen, S., De Fraine, B. (2018). Teacher leadership in practice: Mapping the negotiation of the position of the special educational needs coordinator in schools. Scandinavian Journal of Educational Research, 62 (5), 701-718. https://doi.org/10.1080/00313831.2017.1306798
Meredith, C., Schaufeli, W., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2020). ‘Contagion’ of burnout among teachers: A social network approach. Journal of Occupational & Organizational Psychology, 93, 328-352. https://doi.org/10.1111/joop.12296
Struyve, C., Daly, A., Vandecandelaere, M., Meredith, C., Hannes, K., De Fraine, B. (2016). More than a mentor: The role of social connectedness in early career and experienced teachers’ intention to leave. Journal of Professional Capital and Community, 1 (3), 198-218.
Vanlaar, G., Kyriakides, L., Panayiotou, A., Vandecandelaere, M., McMahon, L., De Fraine, B., Van Damme, J. (2016). Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? A cross-country study. Research Papers in Education, 31 (2), 183-211. https://doi.org/10.1080/02671522.2015.1027724
Sarah Gielen. Educational Development Unit, KU Leuven, Belgium
Current themes of research:
Educational effectiveness. Educational evaluation. School feedback
Most relevant publications in the field of Psychology of Education:
Meredith, C., Schaufeli, W., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2020). ‘Contagion’ of burnout among teachers: A social network approach. Journal of Occupational & Organizational Psychology, 93, 328-352. https://doi.org/10.1111/joop.12296
Meredith, C., Van den Noortgate, W., Struyve, C., Gielen, S., & Kyndt, E. (2017). Where do information ties in secondary schools come from? A multilevel network approach. Social Networks: An International Journal of Structural Analysis, 32, 35-40. https://doi.org/10.1016/j.socnet.2017.03.006
Struyve, C., Hannes, K., Meredith, C., Vandecandelaere, M., Gielen, S., De Fraine, B. (2018). Teacher leadership in practice: Mapping the negotiation of the position of the special educational needs coordinator in schools. Scandinavian Journal of Educational Research, 62 (5), 701-718. https://doi.org/10.1080/00313831.2017.1306798
Struyve, C., Meredith, C., Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15, 203-230. https://doi.org/10.1007/s10833-013-9226-5.
Meredith, C., Moolenaar N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2017). The measurement of collaborative culture in secondary schools: An informal subgroup approach. Frontline Learning Research, 5, 24-35. https://doi.org/10.14786/flr.v5i2.283
Eva Kyndt. Training and Education Sciences, University of Antwerp, Belgium. Centre for the new workforce, Swinburne University of Technology, Australia. E-mail: Eva.Kyndt@uantwerpen.be
Current themes of research:
Transition from education to work. Teacher collaboration. Workplace learning. Transfer or learning. Organisational learning. Vocational education
Most relevant publications in the field of Psychology of Education:
Meredith, C., Schaufeli, W., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2020). ‘Contagion’ of burnout among teachers: A social network approach. Journal of Occupational & Organizational Psychology, 93, 328-352. https://doi.org/10.1111/joop.12296
Vangrieken, K., & Kyndt, E. (2020). The teacher as an island? A mixed method study on the relationship between autonomy and collaboration. European Journal of Psychology of Education, 35, 177-204.. https://doi.org/10.1007/s10212-019-00420-0
Vangrieken, K., Meredith, C., Packer, T., & Kyndt E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59. https://doi.org/10.1016/j.tate.2016.10.001
Kyndt, E., Gijbels, D., Grosemans, I. & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150. https://doi.org/10.3102/0034654315627864
Meredith, C., Van den Noortgate, W., Struyve, C., Gielen, S., & Kyndt, E. (2017). Where do information ties in secondary schools come from? A multilevel network approach. Social Networks: An International Journal of Structural Analysis, 32, 35-40. https://doi.org/10.1016/j.socnet.2017.03.006
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Meredith, C., Moolenaar, N., Struyve, C. et al. The importance of a collaborative culture for teachers’ job satisfaction and affective commitment. Eur J Psychol Educ 38, 43–62 (2023). https://doi.org/10.1007/s10212-022-00598-w
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DOI: https://doi.org/10.1007/s10212-022-00598-w