The structure of the processes of semi-autonomous schools as a basis for an optimal context for learning

Abstract

Not only are the existing findings on the effectiveness of semi-autonomous schools inconsistent, these studies are also fundamentally insufficient. Lacking in particular are studies that differentiate among semi-autonomous schools accord- ing to degree to which autonomy has been put into practice. In the present ex- plorative study, we pursue the question of whether the degree of autonomy im- plemented in academic-track secondary schools (Gymasien) is reflected in students’ perceptions about school and classes. We find that in schools with a high level of cooperation among teachers, students perceive classes as more sup- portive, self-activating, and reflexive, and the school environment as more posi- tive than in schools with a low level of cooperation among teachers.