In contrast to other school systems in Europe, German schools traditionally were part-time schools, opening from morning to midday. Since 2002 the German school system is changing into an all-day school system (Holtappels 2014). Nowadays more than half of the German schools provide an all-day program for their pupils (KMK 2013).

Due to a higher amount of learning time, all-day schools are expected to provide enhanced options to foster students’ learning and development. Educationally there are ambitious goals: all-day schools shall enhance students' competencies, reduce heterogeneity between students from diverse backgrounds and establish equal opportunities, support families and enrich the schools’ learning environment (e. g Holtappels 2014). To meet these high demands, schools implement extracurricular activities like complementary subject-specific courses, homework supervision, time and support for individual learning, remedial teaching, projects, courses for special interest groups, or organized leisure time.

In our paper we focus on the development of students’ social behaviour by investigating whether a higher quality in extracurricular learning arrangements focusing on social learning promotes the development of students’ social behaviour during primary school. Considering the fact that the staffing situation in all-day schools differs significantly from those in traditional part-time schools – in all-day schools the educational staff does no longer include only teachers, but also staff with other qualifications and competencies – we also analyse the impact of cooperation of teachers and additional staff and the active involvement of teachers on the quality of extracurricular learning arrangements.

The theoretical framework is related to the CIPO school quality model with regard to the approach of Scheerens (1990), which is adapted to the all-day schools context (Holtappels 2009). In empirical quality models (cf. Creemers & Kyriakides 2008) teacher collaboration plays an important role among variables of process quality on school level. In approaches of organizational theory, cooperation belongs to important characteristics of an organization (Mintzberg 1979).

Some studies have verified the contribution of teacher collaboration to the educational success of schools (e. g. Mortimore et al. 1988) and to successful school development processes (e. g.Holtappels 2013). Findings on professional learning communities show effects of elaborated teamwork on teaching quality (e. g. Leithwood 2000). But it is also well known that the higher the demand on tasks, the more rare cooperation is (e. g. Gräsel et al. 2006).

Research on students’ social behaviour shows positive effects of participating in extracurricular programs (e. g. Eccles & Roeser 2011; Larson, Hansen & Moneta 2006; Mahoney et al. 2005; Miller 2003). It shows a positive influence on social behaviour in lessons, self-regulation and communicative competencies (Eccles & Templeton 2002). By attending ‘after-school-programs’ students also may improve their performance, and this indirect effect is moderated by improved social behaviour (Zief, Lauver & Maynard 2006).

The following questions are leading our analyses:

1. Which characteristics in students’ social behaviour can be found in German primary all-day schools and how does social behaviour develop over time?
2. What kind of relationship between the process quality of extracurricular learning arrangements focused on social learning and the development of students’ social behaviour can be found?
3. To what degree are key variables of cooperation of staff related to the process quality of extracurricular learning arrangements?
4. Does the level of cooperation of staff (directly or indirectly) influence the development of students’ social behaviour?

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