Collaborative School Cultures Research Articles

Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning

The current article examines the effects of teacher classroom autonomy and school culture on collective teacher innovativeness, through integrated professional learning. This examination draws upon an analysis of TALIS dataset 2018 gathered from 241 426 teachers of 15 672 schools in 48 OECD countries, using a multilevel structural equation modelling approach. The article underscores the importance of enhancing teachers' sense of classroom autonomy and collaborative school culture to promote collective teacher innovativeness. It suggests that a collaborative culture would encourage teachers to participate in integrated professional learning activities, and that collective participation in professional learning would enhance teachers’ collective innovativeness.

Mapping teacher collaboration for school success

ABSTRACT Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.

The Shifting sands of School Libraries

This paper reports on selected findings from the Phase 2 New Jersey School Library research study “One Common Goal: Student Learning” completed in 2011 that provides insights into the future of school libraries, and their evolution and transformation in the digital age. The study examines a selected sample of effective school libraries in New Jersey to establish the key inputs (both library and school-wide inputs) that enable these effective school libraries to thrive, contribute richly to the learning agendas of the schools, and to continually be developed and improved in their schools. The findings are selected through the lens school effectiveness and school improvement literature, and identify dimensions of school library practice that have contributed to their sustainability and continuous improvement. Key dimensions include a substantive instructional role of the school librarians, an inquiry-centered pedagogy, a collaborative school culture of distributed leadership, a knowledge-outcomes orientation of the school library, and school librarians as professional development leaders.

Building teacher leadership capacity in schools in Kazakhstan: a mixed method study

ABSTRACT The mobilization of teacher leadership, simultaneous decentralization of power, and centralization of support for teacher-led initiatives is seen as important to educational improvement in post-Soviet Kazakhstan where hierarchical cultures and structures still prevail. The current study reports on results from the Teacher Leadership in Kazakhstan (TLK) initiative, which was based on the internationally recognized Teacher-led development work strategy that enabled teachers to lead individual development projects throughout one academic school year. The TLK initiative involved 16 principals, 32 school-based facilitators, and 150 teachers. Using a mixed-methods design, research for the initiative was conducted over one academic year and collected a wide range of data through questionnaire surveys, interviews, and focus groups. Analysis using structural equation modeling suggested that improved teacher program experience resulted in enhanced teacher leadership capacity, and that teachers from more collaborative school cultures enjoy more impactful initiatives. Semi-structured interviews and focus groups provide further insights into these findings. Implications for policy and practice and future directions are also discussed.

Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño

Las comunidades profesionales de aprendizaje (CPA) constituyen una de las estrategias de desempeño escolar más importantes. Sin embargo, la mayoría de las escuelas en las que se han aplicado pertenecen a sistemas educativos de alto desempeño, como los de Japón, Corea de Sur, Finlandia o Singapur, lo que deja por fuera la realidad educativa de América Latina. Mediante un estudio exploratorio, basado en observación etnográfica y entrevistas semiestructuradas, esta investigación vincula teoría y práctica para discutir la aplicabilidad de las CPA en escuelas públicas pertenecientes a sistemas educativos de bajo desempeño. Como conclusión, se halló que los componentes principales de las CPA (estructuras organizativas flexibles, liderazgos distribuidos, valores compartidos y culturas escolares colaborativas) están presentes, pero son precarios y no soportan la implementación de la estrategia.

Collaborative school culture and educators’ job satisfaction relationship: gender as a moderator

Job satisfaction is an important attitude of employees toward work contexts, which measures the effectiveness of various individuals in the workplace. Not surprisingly, studies on this topic were obtained by researchers on organizational behavior. This study deals with the association between collaborative school culture (CSC) and job satisfaction. In addition, gender is considered as a moderator. In total, 221 educators from high schools and universities took part in this study. It was revealed that CSC and its dimensions were positively associated with the educators’ job satisfaction. The moderating effect of gender on CSC and job satisfaction was partial. Gender was found to moderate the effects of teachers’ collaboration and unity of purpose learning on job satisfaction, namely, the impact of the variables on job satisfaction were lower for women respondents than for men respondents. This study contributes to theory by giving evidence on the importance of each specific cultural dimension for job satisfaction and the possible impact of gender on the relationships. Education practitioners should consider introducing such a culture into their institutions to increase educators’ job satisfaction.

고교학점제에 대한 교사 인식의 현상학적 분석

This study analyzed high school teachers" perceptions about the introduction of a high school credit system that will support and materialize student choice-oriented curriculum at a time when the 2015 curriculum, which creates new knowledge and values, was introduced at school sites. To this end, the interview was conducted by dualizing the issues related to teachers and the educational environment, and the recording and transcription processes were analyzed through Giorgi"s phenomenological methods. As a result, seven themes related to teacher-related areas, such as "Site of Schools with Too Much Work", "Democratic and Collaborative School Culture", "The Necessity of Participating in Self-Governing System", "Sufficient Support to Focus on Classes", "Educational Education and Re-Organization of Educational Environment", and "Education and Re-Operation of Educational Environment’.

What hurts or helps teacher collaboration? Evidence from UAE schools

Despite the positive impact of collaborative school cultures on teachers’ professional growth and student achievement, it is difficult to create such a culture. This study explores the types of school cultures in one school district in the United Arab Emirates (UAE) to identify factors that could foster or inhibit true teacher collaboration. Data consist of quantitative survey responses from 361 teachers in 24 schools, and the results of follow-up qualitative interviews with 14 teachers representing 4 schools. Results show that the most common types of school cultures were contrived collegiality and comfortable collaboration, and that true collaboration was the least common. There is also evidence that when teachers’ work is governed by mandated learning outcomes, students’ assessment requirements, and external accountability demands, teachers lack the time, autonomy, or willingness to create a truly collaborative work culture. The study concludes that teacher autonomy and internal accountability are key elements for creating truly collaborative cultures in UAE schools.

An Analysis of the Relationship between Teacher Learning Community and Democratic, Collaborative School Culture

An Analysis of the Relationship between Teacher Learning Community and Democratic, Collaborative School Culture

A Study on the Achievements and Tasks of Innovation Schools

이 연구는 혁신학교의 운영 성과를 실증적으로 분석하는 데 주된 목적이 있다. 이를 위해 G지역 초·중등학교에 근무하는 혁신학교 교사 188명과 일반학교 교사 128명에게 설문지를 통해 수집된 316부의 자료를 사용하여 빈도분석, t검증과 일원분산분석(F)을 실시하였다. 분석 결과에 의하면, 혁신학교는 일반학교에 비해 교육과정 및 수업개선(혁신: M=3.72, 일반: M=3.53) (t=2.617, p<.05), 학교운영체제(혁신: M=3.98, 일반: M=3.64) (t=4.498, p<.01), 협력적 학교문화(혁신: M=4.02, 일반: M=3.74) (t=4.188, p<.01), 교사집단 효능감(혁신: M=4.08, 일반: M=3.91) (t=2.857, p<.01)에서 높게 나타났으며 통계적으로 유의미하였다. 하지만 혁신학교(M=3.97)는 일반학교(M=3.91)에 비해 생활지도에 대한 인식 정도가 거의 유사하였으며 통계적으로 의미없는 것은 나타났다. 향후 과제는 홀리스틱 교육 관점에서 민주적 학교운영과 효율성 제고를 위한 토론 문화 정착과 구성원 간 학교 비전 및 철학의 공유·확산, 입시위주의 교육과정 한계 극복, 교육적 거버넌스 구축 등이 요구된다.This study analyzed the differences in the teachers between general and innovation school, to examine the achievements and tasks of innovation school. The research findings are summarized as follows: first, the degree of teacher’s cognition was above average in both innovate and general schools, but that of innovative schools was even higher than that of general schools: curriculum and instructional improvement, life guidance, school operating system, collaborative school culture, teacher’s group efficacy. Also there were statistically significant differences in recognition except for the life guidance domain. Finally innovative schools were more active in school change than general schools: democratic decision-making system, development of personal characters and potentials of students, student-centered events, etc. This study proposed to overall participations of students and parents, community in school change for the development and generalization of innovation school based on the perspective of holistic education

Crossing Boundaries: A Qualitative Exploration of Relational Leadership in Three Full-Service Community Schools

Background/Context Full-service community schools provide comprehensive and coordinated resources and supports to meet the complex needs of children and families in low-income communities. Given their intentional focus on expanded networks of school, family, and community stakeholders, full-service community schools are particularly useful contexts for studying leadership strategies that facilitate cross-boundary collaboration. Focus of Study Drawing from the literature on three interrelated concepts—cross-boundary leadership, relational leadership, and relational trust—this study examines principal leadership practices in three full-service community schools. Setting The study took place in an urban school district in the mid-Atlantic region of the United States and included three full-service community schools—one elementary school and two secondary schools. The three full-service community schools were purposefully selected to provide both a range and depth of insights. Research Design Consistent with a constructivist perspective, this qualitative, multiple case study was designed to understand conditions influencing the effectiveness of full-service community schools from the perspectives of those involved in their development, implementation, and use. Data Collection and Analysis Data collection included semistructured interviews, school observations, and document review. Triangulation of data sources and methods helped to generate a more nuanced account of the principals’ leadership practices. Data analysis was an iterative process, including both inductive and deductive strategies. Findings The focal principals, to varying degrees, used three relational leadership strategies—active engagement with diverse stakeholders, facilitation of stakeholder interaction, and purposive selection of faculty and staff—to build and maintain collaborative school cultures; attract partnerships that provided services and supports to students, families, teachers, and community members; and garner political support and funding for continued implementation of the full-service community school model in the district. At each school, the principals were also called on to address conflicts that threatened the collaborative environments they sought to create. Their success in doing so influenced both stability and trust within the case schools. Conclusions/Recommendations This study underscores the need for a continued focus on relational practices in school leadership programs and research, specifically on strategies to build the interpersonal relationships and organizational conditions that are critical for cross-boundary collaboration and to effectively manage interactor conflicts.

Does Mentoring Matter? On the Way to Collaborative School Culture

Does Mentoring Matter? On the Way to Collaborative School Culture

Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability

This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a schoolmentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The study revealed that individual, collegial and institutional dimensions are critical in attempting to introduce the mentoring culture. The study concluded that mentoring is a mixed concept and is viewed as hierarchical but is,nevertheless, an important professional development tool for teachers who are facing the pressure of the reform. This formalized way, known as “Balkanization” culture, marks a critical step towards developing a collaborative school culture as the desired end point.

A Culture of Success—Examining School Culture and Student Outcomes via a Performance Framework

&lt;p&gt;This study is a report of the relationship between a collaborative school culture, teacher quality and the influence these variables have upon student attendance and suspensions. The research is based upon data gathered from 50 public schools throughout the southeastern United States. Surveys were administered to examine teacher quality characteristics, elements of educational leadership, and components of a collaborative school culture. Data were analyzed in relation to teacher input characteristics such as certification, years teaching, percentage teaching out of field, and highest degree obtained. The findings revealed that as teacher collaboration increased, the model predicted that student suspensions would decrease by 6.709%. In addition, the model predicted that when the percentage of out-of-field teachers within a school increased, student suspensions would decrease by 0.16%. Finally, as the percentage of non-certified teachers within a school increased, the student suspension percentage increased by .22%. The findings offer valuable insight into the characteristics of quality teaching and school culture that demonstrate the greatest impact on student attendance and suspensions and may influence educational policy, teacher training, educational leadership, and school reform initiatives.&lt;/p&gt;

The perceived influence of school leadership on learner behaviour in a Namibian secondary school

Despite the deeply entrenched belief in and practice of corporal punishment to maintain learner control in schools, a secondary school in Namibia has for a number of years proven to be an exception to this practice. This is an interpretive account of the teachers’ and learners’ experiences and perceptions of the influence of their school principal’s leadership on learner behaviour. In-depth individual and group interviews were held with teachers and learners. Onsite observation was conducted for 14 consecutive school days and school documents were analysed. The data reveal an engaged school leadership that has created a school culture characterized by respect, care, trust, edifying relationships, a sense of belonging, praise, acknowledgement and recognition, and collaboration. By creating a collaborative school culture the school’s leadership is not located in the principal alone but in a ‘web of relationships’. In the view of both teachers and learners these features of the school’s leadership and culture are largely responsible for the positive learner behaviour in the school. This research reaffirms the central role played by school principals in establishing and maintaining their school’s culture. It also illustrates the mediating role of school culture in learner behaviour. It is significant that this occurs in a socio-economically deprived context in a developing nation.

Teachers’ Perceptions of Distributed Leadership Practice in Three Secondary Schools within Gauteng Province

The post 1994 era brought many changes in South African Education System, including how schools should be governed henceforth. The South African Schools Act, no 96 of 1996 was enacted in the parliament and it challenged the schools to adopt a more inclusive and participative approach in running their affairs. But the school’s hierarchical structure remained mandatory and continues to exist even today. It is against this backdrop that this study was conducted to explore the practice of distributed leadership (within school’s hierarchical structure) from teacher-based perspective, rather than educational theorists or legislators’ point of view. The three sampled secondary schools fall within Johannesburg North District 10 in Gauteng Province. The research design followed a qualitative approach. The data was collected through interviewing the teachers of different post levels (including principals) from the three sampled secondary schools, as individuals and in pairs. To triangulate the data, documents containing minutes of the planning sessions and the first staff meeting were also requested and used to check how duties and responsibilities are allocated to staff members in these three schools. The findings revealed that there are possibilities provided by distributed leadership, and also inherent and inevitable barriers to a distributive approach to leadership in the three secondary schools. The possibilities are that distributing leadership can raise school’s collective capacities, empower staff, and can encourage collaborative school cultures and decision-making; and as a result schools can function effectively because of the presence of collective agency in the execution of tasks. However, the barriers posed by the school’s hierarchical structure and the policy climate within which schools operate, cannot simply be underestimated or ignored, and it is naive to assume that they would simply fall away to accommodate and support distributed leadership in schools. DOI: 10.5901/mjss.2014.v5n23p1445

Applying theoretical components to the implementation of health-promoting schools

Objective: Health-promoting schools (HPS) constitute an internationally recognised approach that connects health and education in a planned, integrated and holistic way. There is considerable variability, however, in how HPS is implemented and recent research has attempted to clarify the key functions of implementation. A provincial HPS strategy in Nova Scotia (NS) (Canada) provided a unique research opportunity to examine implementation related to emerging theory. The purpose of this exploratory study was to describe a provincial case study of HPS implementation using theoretical components identified in the literature. Design: Collective case study approach using qualitative research methods. Setting: The study was situated within a larger province-wide school-based research project examining the relationships between health, nutrition, physical activity, mental health and school performance of children in NS. As a follow-up to the provincial study, nine schools ( n = 9) that varied in their HPS implementation strategies and characteristics (i.e. size and region) were invited to take part as case study schools. Method: Data collection included observations, interviews and documents from nine schools ( n = 9). Data were analysed for emerging themes and using the a priori theoretical components. Results: The results revealed that schools assembled into three sequential categories based on the functioning of theoretical components. Higher level visioning and school-level leadership were critical in sustaining the adoption and implementation of HPS across schools and appeared to enable and integrate organisational processes, such as distributed leadership and a collaborative school culture, to enhance HPS implementation at school level. Conclusion: This study confirmed other reports that it is imperative to integrate HPS work with educational values so as to enable partnerships in both the health and education sectors, thereby promoting both health and prosperity among students.

Listening to the winds of change: school leaders realizing intercultural education in Greek-Cypriot schools?

This article explores the values, goals and operational strategies that guided the development of intercultural school policies in eight Greek-Cypriot primary schools, which differed in terms of the diversity of the student population. Interviews were carried out with the school-inspectors and head-teachers of the participant schools. Where appropriate, the findings were triangulated with data collected by means of teacher interviews. Interviewees argued that they aimed at immigrant students’ inclusion by creating collaborative school cultures, mobilizing the community and supporting their teaching personnel. Nonetheless, their underlying assumptions were bounded by primitive values and goals favouring assimilation. Such assumptions informed group-blind approaches that were fostered in their schools. Conclusively, the development and implementation intercultural school strategies were merely rhetoric reflecting socially desirable roles that were remote from actual school practice.

Reculturing Schools for Greater Impact: Using Appreciative Inquiry as a Non-Coercive Change Process

The benefits of a collaborative school culture include reduced teacher isolation, social and emotional support,opportunities for professional development and learning, and closer ties with significant stakeholders, such asfamilies and community organizations. While collaborative cultures may be powerful, they also may be eithermisguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomyare well entrenched.These concerns point to the need for a change process that has a positive focus, is essentially self-organizing,encourages deep reflection, and avoids the pitfalls of manipulation by school administrators. This analysis pointsto consideration of appreciative inquiry, a strengths-based process that builds on ‘the best of what is’ in anorganization. This paper presents research on the impact an appreciative inquiry process had on building acollaborative culture in 22 schools located in British Columbia, Canada.

Potential for teacher collaboration in post-Soviet Ukraine

The purpose of this conceptual paper is to analyze the potential for collaborative relationships in schools in Ukraine. In this paper, I examine the nature of teacher collaboration in schools within a framework of postmodernism as a constructive social theory. To better grasp the deep meaning of collaborative interactions in schools, I use cultural and micropolitical perspective. Further, I turn to the discussion of the potential for collaboration in Ukrainian schools, utilizing the notion of a collective that prevailed in Soviet society and system of education. Implications for establishing collaborative school cultures in Ukraine conclude the paper.