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Teacher collaboration : a study of the teaching-learning relationship

University of British Columbia

This study served two purposes. First, it provided a synthesis of the literature relating teacher collaboration to teaching-learning outcomes. Second, it investigated empirically the existence of links posited in the literature reviewed. From the literature a conceptual framework was synthesized regarding the postulated relationships, with respect to teacher collaboration, between and among: (1) teacher trust for the teaching partner, (2) the teaching partner's supervisory beliefs, (3) teacher efficacy, (4) teacher reflection, (5) teacher classroom behaviour, (6) pupil achievement, (7) pupil attitudes, and (8) pupil behaviour. The general question under investigation was: "What is the relationship between teacher participation in a teacher collaboration programme and teaching-learning outcomes? To test the aptness of the model, data for each of the eight variables listed above were collected at the beginning and at the end of the 1991/92 school year from four collaboration groups and one non-collaboration group. The five groups represented the following teacher collaboration strategies: (1) collaborative consultation, (2) collaborative consultation in a team teaching environment, (3) collaborative consultation without direct classroom observation by the teaching partner, (4) collegial consultation without direct classroom observation by the teaching partner, and (5) teachers who did not work with a teaching partner. The groups self-selected from two School Districts in the Lower Mainland of British Columbia. A total of 30 teachers and 476 pupils formed the sample for the study. The data were analyzed using two multivariate techniques, namely: (1) Multivariate Analysis of Variance (MANOVA), and (2) Canonical Analysis (CA). Analysis of the evidence collected using MANOVA suggests that teacher participation in various collaboration programs is associated with differing teaching-learning outcomes. Analysis of the ungrouped data using CA suggests the existence of positive relationships between general teacher efficacy, teacher behaviours, and pupil attitudes and behaviours. It was concluded that the results are potentially useful in two ways. First, the results may further the development of theory in the area of collaborative consultation in particular and teacher collaboration in general. Second, if used cautiously, the results are practically useful for teachers and administrators who may want to put a programme of collaborative consultation into place.

Thesis/Dissertation

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2009-04-08

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http://hdl.handle.net/2429/6886

Administrative, Adult and Higher Education

University of British Columbia

UBCV

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