Description
How do all-day school programme staff assess the quality of provision, and what influences these judgements? This book explores the links between self-efficacy, pedagogical beliefs, qualifications, professional experience, and the social context of schools. The findings demonstrate which professional resources promote quality and where structural conditions impose limitations. Amina Kielblock, wissenschaftliche Mitarbeiterin, Abteilung Struktur und Steuerung des Bildungswesens, DIPF Leibniz-Institut für Bildungsforschung und Bildungsinformation
