Effects of Leader and Teacher Behaviour on Implementation of Cooperative Learning in the Elementary School

Abstract

Structural equation modelling was used in this study to examine interrelationships among change management functions, teacher orientations and implementation of cooperative learning which were assessed in terms of four latent variables based on teacher self‐reports of knowledge, perceived benefits, amount of professional development and frequency of use. After preliminary modifications, the final structural model suggested four major influences on implementation. First, lower levels of pupil control ideology of the teacher lead to more self‐reported knowledge of cooperative learning methods. Pupil control ideology is a measure of how school personnel view their students with regard to control. The higher the pupil control ideology, the more controlled the classroom. Second, higher levels of shared vision and lower levels of pupil control ideology lead to stronger teacher perceptions of the benefits of using cooperative learning. Third, higher levels of principal and resource support —but lower levels of teacher participation in decision making—lead to more professional development experiences.