View in EDS

Teachers as Team Players? Exploring the Relationship between Collaborative Practice, Professional Development, and Work-Related Stress Using Diary Data

Saved in:
Bibliographic Details
Title: Teachers as Team Players? Exploring the Relationship between Collaborative Practice, Professional Development, and Work-Related Stress Using Diary Data
Language: English
Authors: Beat Rechsteiner (ORCID 0000-0003-2555-431X), Miriam Compagnoni (ORCID 0000-0002-7850-129X), Andrea Wullschleger (ORCID 0000-0003-4390-3835), Urs Grob (ORCID 0000-0002-6671-7085), Flurin Gotsch (ORCID 0009-0003-9102-1359), Katharina Maag Merki (ORCID 0000-0002-0215-1684)
Source: Journal of Professional Capital and Community. 2026 11(2):171-187.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Collaboration, Faculty Development, Stress Variables, Diaries, Teaching Conditions, Noninstructional Responsibility, Foreign Countries, Teacher Attitudes
Geographic Terms: Switzerland
DOI: 10.1108/JPCC-05-2024-0062
ISSN: 2056-9548
2056-9556
Abstract: Purpose: This study examines teachers' collaborative practice during non-instructional work time. It aims to explore teachers' collaborative practice using diary data, analyze daily and overall relations of collaboration to teachers' professional development (PD) and work-related stress by disentangling between- and within-person effects, and investigate whether these associations are stronger when including only collaborative activities that focus on further developing educational practice. Design/methodology/approach: The study employed an end-of-day experience sampling method to investigate collaborative activities among primary school teachers in 56 schools in the German-speaking part of Switzerland. Data was collected longitudinally over three weeks, with teachers (n = 559) completing daily online logbook entries (n = 7,110). Mixed-effects models were employed for data analysis, exploring between- and within-person effects. Findings: On average, one-third of teachers' non-instructional activities involved collaboration, but day-to-day variability and differences between teachers were high. Further, teachers who collaborated more overall did not report higher benefits of collaboration for PD or stress levels. However, these associations came to the fore on days when teachers collaborated more than usual. Moreover, favorable effects were identified for collaborative activities focused on advancing educational practices. Originality/value: This study provides a differentiated overview of how teacher collaboration is associated with benefits for PD and work-related stress. It indicates that teachers do not perceive collaboration on exclusively organizational and administrative matters as valuable and beneficial for PD.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507916
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1507916
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers as Team Players? Exploring the Relationship between Collaborative Practice, Professional Development, and Work-Related Stress Using Diary Data
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Beat+Rechsteiner%22">Beat Rechsteiner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2555-431X">0000-0003-2555-431X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miriam+Compagnoni%22">Miriam Compagnoni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7850-129X">0000-0002-7850-129X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+Wullschleger%22">Andrea Wullschleger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4390-3835">0000-0003-4390-3835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Urs+Grob%22">Urs Grob</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6671-7085">0000-0002-6671-7085</externalLink>)<br /><searchLink fieldCode="AR" term="%22Flurin+Gotsch%22">Flurin Gotsch</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9102-1359">0009-0003-9102-1359</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharina+Maag+Merki%22">Katharina Maag Merki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0215-1684">0000-0002-0215-1684</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Professional+Capital+and+Community%22"><i>Journal of Professional Capital and Community</i></searchLink>. 2026 11(2):171-187.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Diaries%22">Diaries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Noninstructional+Responsibility%22">Noninstructional Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JPCC-05-2024-0062
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2056-9548<br />2056-9556
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines teachers' collaborative practice during non-instructional work time. It aims to explore teachers' collaborative practice using diary data, analyze daily and overall relations of collaboration to teachers' professional development (PD) and work-related stress by disentangling between- and within-person effects, and investigate whether these associations are stronger when including only collaborative activities that focus on further developing educational practice. Design/methodology/approach: The study employed an end-of-day experience sampling method to investigate collaborative activities among primary school teachers in 56 schools in the German-speaking part of Switzerland. Data was collected longitudinally over three weeks, with teachers (n = 559) completing daily online logbook entries (n = 7,110). Mixed-effects models were employed for data analysis, exploring between- and within-person effects. Findings: On average, one-third of teachers' non-instructional activities involved collaboration, but day-to-day variability and differences between teachers were high. Further, teachers who collaborated more overall did not report higher benefits of collaboration for PD or stress levels. However, these associations came to the fore on days when teachers collaborated more than usual. Moreover, favorable effects were identified for collaborative activities focused on advancing educational practices. Originality/value: This study provides a differentiated overview of how teacher collaboration is associated with benefits for PD and work-related stress. It indicates that teachers do not perceive collaboration on exclusively organizational and administrative matters as valuable and beneficial for PD.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507916
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507916
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/JPCC-05-2024-0062
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 171
    Subjects:
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Diaries
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Noninstructional Responsibility
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Switzerland
        Type: general
    Titles:
      – TitleFull: Teachers as Team Players? Exploring the Relationship between Collaborative Practice, Professional Development, and Work-Related Stress Using Diary Data
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Beat Rechsteiner
      – PersonEntity:
          Name:
            NameFull: Miriam Compagnoni
      – PersonEntity:
          Name:
            NameFull: Andrea Wullschleger
      – PersonEntity:
          Name:
            NameFull: Urs Grob
      – PersonEntity:
          Name:
            NameFull: Flurin Gotsch
      – PersonEntity:
          Name:
            NameFull: Katharina Maag Merki
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2056-9548
            – Type: issn-electronic
              Value: 2056-9556
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Professional Capital and Community
              Type: main
ResultId 1