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Collaboration Print or save as PDF

How is it defined?

Collaboration refers to ‘connections between and among people and groups to share interests and concerns, and create visions for the future’ (Todaro, 2005, p. 137). Schools with high levels of teacher collaboration around curriculum and instruction positively affect student achievement (Goddard et al., 2007). A school environment that supports a high degree of collaboration can also increase teacher motivation (Kolleck, 2019), well-being, and job satisfaction (Reeves et al., 2017). A key component of collaboration that has positive implications for employees is participation in decisions that have a direct impact on their role or working environment.

The Learning Bar's Staff Survey framework is based on 13 core indicators designed to capture the key metrics of employee health and well-being. Together, these indicators support the development of a positive school climate.

Why is it important?

  • Collaborative leadership styles contribute to positive organizational change and improved learning outcomes for students (Harris, 2012).
  • Participation in school-level decision-making is a predictor of organizational commitment (Ingersoll & May, 2012).
  • Collaborative school environments can support improvements in student learning (Moolenaar, 2012).

How do we measure it?

The OurSCHOOL Staff Survey includes five items focused on the perceived level of collaboration between school leaders and staff. The results are reported as “the percentage of staff with a positive sense of collaboration”.

References

Harris, A. (2012). Distributed leadership: Implications for the role of the principal. Journal of Management Development, 31(1), 7-17.

Ingersoll, R. M., & May. H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464.

Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.

Kolleck, N. (2019). Motivational aspects of teacher collaboration. Frontiers in Education,4(122).

Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7-39. 

Reeves, P. M., Pun, W. H., & Chung, K. S. (2017).  Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227-236.

Todaro, J. B. (2005). Community collaborations at work and in practice today: An A to Z overview. Resource Sharing & Information Networks18(1-2), 137-156.

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