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.

Kooperation in Klassenteams: Qualität und Wirkungen aus der Sicht von Klassenlehrpersonen

“…Diese umfasst die Kooperationsbedingungen auf der Ebene der Lehrpersonen sowie die organisationalen Bedingungen, die vor allem durch die Schulleitung gestaltet werden, zum Beispiel schulspezifische Vorgaben für die Kooperation (Vogt et al, 2016). Auf der E b e n e d e r O r g a n i s a t i o n sind zum Beispiel die Grösse und die Zusammensetzung der Teams relevant; entscheidend ist aber auch das Führungsverhalten der Schulleitung (Coban & Atasoy, 2020;Garcia-Martinez, Montenegro-Rueda, Molina-Fernández & Fernández-Batanero, 2021;Goddard, Goddard, Kim & Miller, 2015). Bei der p e r s o n a l -i n t e r a k t iv e n U n t e r s t ü t z u n g unterstreicht die Schulleitung die Bedeutung der Kooperation und zeigt entsprechende Wertschätzung.…”

“…Vertrauen Elemente der Strukturqualität (Vogt et al, 2016). Gegenseitiges Ve r t r a u e n bildet eine Basis für Kooperation (Garcia-Martinez et al, 2021) und hängt mit einer positiven Wahrnehmung der Kooperation zusammen (Baumann et al, 2012). Auf der Ebene der Lehrperson sind weiter personale Faktoren wie die Lebensumstände, das Alter bzw.…”

“…In der Literatur werden zwei weitere Faktoren für gelingende Kooperation genannt, die besonders relevant für die Aus-und Weiterbildung von Lehrpersonen sind. Es handelt sich um Kooperationstraining sowie gute Teamleitungen(Garcia-Martinez et al, 2021). Diese Aspekte könnten in weiterführenden Studien berücksichtigt werden.Hinsichtlich der Berufserfahrung der Klassenlehrpersonen (F5) wurde deutlich, dass nur bei den Antworten auf die offene Frage nach Veränderungswünschen Hinweise auf Unterschiede bestanden.…”

Navigating the Challenges of Education Management Best Practices for Improving Student Outcomes

“…Effective partnerships between schools, communities, and other stakeholders are critical to improving student outcomes and enhancing the overall effectiveness of educational systems (García-Martínez, Montenegro-Rueda, Molina-Fernández, & Fernández-Batanero, 2021). Education managers must work closely with stakeholders to build trust, create shared goals, and establish a culture of collaboration (Shirley, 2020).…”

The Professional Dimension in Spanish Prison Socio-Educational Action

“…Finally, we highlight that socio-emotional competencies are identified by socio-educational agents, as well as the need for continuous training and professional retraining. However, the evidence of the lower presence of educational professionals could point to the need to grant greater leadership and pedagogical and educational protagonism to these professionals [40]. The question is to analyse whether experience, social skills, motivation, and vocation are sufficient tools to exercise the socioeducational profession while ignoring the political, ethical, and technical analysis linked to socio-educational action, which are usually acquired in undergraduate studies in social education [35].…”