x

We are happy to announce that all trial registrations will now be issued DOIs (digital object identifiers). For more information, see here.
Migliorare le relazioni a scuola Improving relations at school
Last registered on July 01, 2019

Pre-Trial

Trial Information
General Information
Title
Migliorare le relazioni a scuola Improving relations at school
RCT ID
AEARCTR-0004327
Initial registration date
June 18, 2019
Last updated
July 01, 2019 4:01 PM EDT
Location(s)

This section is unavailable to the public. Use the button below to request access to this information.

Request Information
Primary Investigator
Affiliation
Milano Bicocca University
Other Primary Investigator(s)
PI Affiliation
Milano-Bicocca University
Additional Trial Information
Status
On going
Start date
2018-11-04
End date
2019-09-30
Secondary IDs
Abstract
The quality of the teaching force is the key factor explaining the success of educational systems. In a previopus trial we built up a collection of the best available tips to improve teacher relational skills, looking for them through international and national literature review and in depth interviews. More precisely, we producing a booklet facing six issues that teachers are called to face related to their relational skills. Each issue is treated not only in the booklet, but also with a very short video.
In November 2018, we offered these tips to teachers in a sample of 204 recently hired teachers in a permanent position ("neoassunti") in the province of Trento.
Teacher have been randomized to immediate treatment (102) or delayed treatmet (102), blocking the randomization on school level (primary. lower secondary and upper secondary) and quartiles of self-efficacy measured before the intervention.
The RCT is designed in order to test the impact of our booklet in the short run, at the end of the first school year (CAWI interviews) on several outcomes on teachers:
- self-efficacy (primary outcome);
- collaboration with colleagues (secondary outcome);
- anxiety (secondary outcome);
- satisfaction about relations with colleagues, students and thier parents (secondary outcome);
- integration in the school community (secondary outcome).
We collect also data on reported practices suggested in the booklet (manipulation check).
Follow up data will be collected in the following weeks (June 19th until the middle of July).
External Link(s)
Registration Citation
Citation
Argentin, Gianluca and Tiziano Gerosa. 2019. "Migliorare le relazioni a scuola Improving relations at school." AEA RCT Registry. July 01. https://doi.org/10.1257/rct.4327-1.0.
Former Citation
Argentin, Gianluca and Tiziano Gerosa. 2019. "Migliorare le relazioni a scuola Improving relations at school." AEA RCT Registry. July 01. https://www.socialscienceregistry.org/trials/4327/history/49068.
Experimental Details
Interventions
Intervention(s)
We producing a booklet facing six issues that teachers are called to face related to their relational skills. Each issue is treated not only in the booklet, but also with a very short video.
Intervention Start Date
2019-01-16
Intervention End Date
2019-06-15
Primary Outcomes
Primary Outcomes (end points)
teachers' self-efficacy
Primary Outcomes (explanation)
Italian translation of the Teachers Self-Efficacy Scale 24-item (Tschannen-Moran & Woolfolk Hoy, 2001). Items are grouped into three subscales (efficacy for student engagement; efficacy for instructional strategies; efficacy for classroom management) that load in a single higher order TSES construct.
CAWI interviews: administration post-intervention Juneth 2019-middle of July 2019
Secondary Outcomes
Secondary Outcomes (end points)
teachers':
- collaboration with colleagues;
- anxiety;
- satisfaction about relations with colleagues, students and thier parents;
- integration in the school community.
CAWI interviews: administration post-intervention Juneth 2019-middle of July 2019
Secondary Outcomes (explanation)
CAWI interviews
Experimental Design
Experimental Design
Pre-intervention outcomes' measures have been collected before the randomization. 204 teachers answered the interview (CAWI).
Teacher have been randomized to immediate treatment (102) or delayed treatmet (102), blocking the randomization on school level (primary. lower secondary and upper secondary) and quartiles of self-efficacy measured before the intervention.
Experimental Design Details
Not available
Randomization Method
Randomization done in office by a computer
Randomization Unit
teachers (single level)
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
178 schools
Sample size: planned number of observations
204 teachers
Sample size (or number of clusters) by treatment arms
102 +102 teachers
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number