How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors

Abstract

Background This study investigates teacher collaboration in Hungarian vocational education and training (VET) schools based on an online survey of teachers (n = 303). Collaboration of teachers has long been appreciated for its significant benefits including increased motivation, job satisfaction, self- and collective efficacy, as well as its role in teacher professional development and school improvement. Collaboration of teachers working in VET schools, especially in VET systems where initial VET is provided to young people and (in part) within compulsory education, appears as particularly desirable, given the special context, objectives and challenges of this sector and the spread of competence-based education. However, relatively little is known about VET teacher collaboration, especially in Hungary, where three different profiles of teachers—general subject and vocational teachers and vocational trainers—work in VET schools. The aim of our study was to provide data about how Hungarian VET teachers collaborate, which could validate prior research results on teacher collaboration as well as identify any special features of the VET context. Method Our study design was exploratory, descriptive and correlational, applying quantitative statistical analysis. We measured teacher collaboration (practice and perception of impact) and explanatory individual and organisational factors selected for our research framework by adapting instruments of previous empirical studies (most importantly, OECD’s TALIS). We analysed connections between collaboration and independent variables created by principal component analysis. Results Our data show that sharing-type collaboration (professional discussions and exchange of materials) are widespread among Hungarian VET teachers. They are much less likely to participate in deeper collaborative activities that presuppose higher levels of interdependence, and they also appreciate the impact of deeper collaboration less. Female respondents participate in sharing-type activities more than their male colleagues, and middle-aged (40–55) are most active in both types of collaboration and perceive the most impact. Collaboration practices correlate most with perceptions of their impact. More frequent collaboration and perceptions of higher impact are related to teachers’ sense of higher self-efficacy and relaxed, tolerant and encouraging collegial relationships. Structural barriers seem to influence only sharing and perceptions of impact. Small, but statistically significant differences in collaboration were found between the three teacher profiles. Vocational trainers (who instruct vocational school practice) showed the highest level of participation in deeper collaboration, while vocational teachers were least likely to participate and perceived the least impact. No significant associations were found between collaboration and prior or current work experience in the taught vocation. Conclusions Our results largely confirm and validate previous research on teacher collaboration in lower level and general educational contexts by providing data on VET teacher collaboration. They also note the role of some VET-specific factors, such as structural barriers and small, but statistically significant differences between different VET teacher profiles.

The Impact of Principal on Teacher Motivation in Secondary Schools

“…Research shows that teacher motivation is evident from the teamwork practiced in the school. Teachers working in teams enhances motivation, satisfaction, commitment, enthusiasm, sense of self-efficacy, job satisfaction, and improves interpersonal communication in the teachers' lounge, trust in colleagues, student achievement and school climate (Bükki & Fehérvári, 2021;Suparno, Sutjipto & Suryadi, 2020).…”

Assessment decision making in vocational education and training

“…For example, career guidance is a social activity that requires collegiality, support, and trust from a range of stakeholders (Hearne & Neary, 2021). However, it has been suggested that VET teachers are less likely to engage in deep collaboration that requires high levels of interdependence (Bükki & Fehérvári, 2021). Therefore, efforts have been made to improve VET teacher collaboration, such as by using action research and professional learning community approaches (Andreasen & Duch, 2020).…”

Psychometric properties of the Collective Efficacy Scale Short-Form in Chilean teachers

“…Collaboration among teachers has long been highly valued for its significant benefits, including increased motivation, job satisfaction, self-efficacy, and collective efficacy and its role in teacher professional development and school improvement ( Swafford and Anderson, 2020 ; Bükki and Fehérvári, 2021 ).…”