Staff and PhD students from the Chair of School Pedagogy, specialising in empirical classroom research, were represented at the GEBF 2026 (16–18 March 2026, Technical University of Munich) with three presentations.
At the symposium ‘Socio-emotional Dynamics in Schools’ – organised by Dr Alyssa Grecu and Dr Katharina Molitor (both from TU Dortmund) – Berit Breins, Michaela Gläser-Zikuda and Ann-Kathrin Quarda presented their paper ‘Alienation from school in secondary education – on the potential of network analysis’. Analyses of questionnaire data from over 3,300 secondary pupils show that, in particular, the perceived meaningfulness of school-based learning and the quality of the relationship with teachers are key starting points for understanding and preventing alienation from school.
In a paper entitled ‘School alienation in secondary education – on the relevance of individual and environmental resources’, Ann-Kathrin Quarda and Michaela Gläser-Zikuda presented key findings from a structural equation model. Furthermore, profile analyses illustrate that pupils can be grouped into different alienation profiles, which are systematically linked to personal, family and school-related resources. The findings underscore the importance of a multi-perspective approach to school alienation and provide impetus for prevention and intervention strategies aimed at fostering positive social relationships and pupil-centred teaching.
In their poster presentation ‘Comparing Pre-service and In-service Teachers’ AI Competence Self-Efficacy – Measurement Invariance and Latent Mean Differences’, Yanfen Chen and Michaela Gläser-Zikuda presented the culturally adapted development of a questionnaire based on the Teacher AI Competence Self-Efficacy (TAICS) scale. Furthermore, significant differences were identified between trainee teachers and practising teachers in China.