School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England, Finland, South Korea, and the USA

Abstract

This study investigated the influence of between-school differences in participative school climate, time and money as learning supports, frequency of teacher appraisal, school SES, and number of teachers on individual teacher's collegial interaction. Nationally representative data for 8869 teachers in 551 lower secondary schools in England, Finland, South Korea, and the USA were analyzed. In all four countries, a participative school climate was positively associated with teacher collegial interaction, while support in the form of extra compensation did not have a significant effect on teacher collegial interaction. The influence of other school-level features was not consistent across countries.