Table 2 Overview of the subcategories of... | Emerald Publishing

Table 2

Overview of the subcategories of the main category “influencing factors” as facilitation through structural conditions

Subcategories of the category “influencing factors”	Description of the subcategories	Anchor example
Selection process and composition	All descriptions of the selection processes and information on the composition of the FoPS are summarized in this category	“My principal has asked several teachers whom she could imagine participating.” (FoPS 2, 95, T)
Focus/Objective	Contains statements about the objective of the FoPS or the content focus	“Yes, as a family we also collected topics that were currently on our minds. […].” (FoPS 4, 36, T/P)
Local conditions	Statements in which the participants commented on conditions relating to the meeting venue or other spatial conditions	“We had also considered [rotation] so that we would have a constant and then always change it.” (FoPS 3, 154, P)
Temporal conditions	Information about the duration of the project and specific comments about duration of meetings, preparation and follow-up times, etc.	“If you set something like this up for the long term, it can’t just depend on people, it has to be something installed that you can dock onto.” (FoPS 4, 58, P)
School-related conditions	School-based conditions, such as administration of absences	“That’s also the reason why I now have a colleague with me who only has half a teaching load. Then I only have to look after half a class.” (FoPS 3, 15, P)
Architecture of the meetings	All sequences in which information was provided about the planning or course of the meetings	“When we meet in the school family, we always have the same routine.” (I 4, 20, SI)
Attitude/Trust	Personal attitudes that the members of the FoPS need for (successful) implementation of the FoPS concept	“I think you get the feeling that you can ask anything. You can also say anything.” (FoPS 3, 193, T)
Agreements and commitment	All sequences in which statements are made about agreements or obligations within the framework of FoPS	“In addition to the aforementioned exchange, I also found it particularly helpful that an external framework was set up for when the school team should have worked on something. I thought the commitment was good […].” (FoPS 4, 5, P)

Subcategories of the category “influencing factors”	Description of the subcategories	Anchor example
Selection process and composition	All descriptions of the selection processes and information on the composition of the FoPS are summarized in this category	“My principal has asked several teachers whom she could imagine participating.” (FoPS 2, 95, T)
Focus/Objective	Contains statements about the objective of the FoPS or the content focus	“Yes, as a family we also collected topics that were currently on our minds. […].” (FoPS 4, 36, T/P)
Local conditions	Statements in which the participants commented on conditions relating to the meeting venue or other spatial conditions	“We had also considered [rotation] so that we would have a constant and then always change it.” (FoPS 3, 154, P)
Temporal conditions	Information about the duration of the project and specific comments about duration of meetings, preparation and follow-up times, etc.	“If you set something like this up for the long term, it can’t just depend on people, it has to be something installed that you can dock onto.” (FoPS 4, 58, P)
School-related conditions	School-based conditions, such as administration of absences	“That’s also the reason why I now have a colleague with me who only has half a teaching load. Then I only have to look after half a class.” (FoPS 3, 15, P)
Architecture of the meetings	All sequences in which information was provided about the planning or course of the meetings	“When we meet in the school family, we always have the same routine.” (I 4, 20, SI)
Attitude/Trust	Personal attitudes that the members of the FoPS need for (successful) implementation of the FoPS concept	“I think you get the feeling that you can ask anything. You can also say anything.” (FoPS 3, 193, T)
Agreements and commitment	All sequences in which statements are made about agreements or obligations within the framework of FoPS	“In addition to the aforementioned exchange, I also found it particularly helpful that an external framework was set up for when the school team should have worked on something. I thought the commitment was good […].” (FoPS 4, 5, P)

Source(s): Table created by authors