The impact of Responsive Partnership Strategies on the satisfaction of co-teaching relationships in early childhood classrooms

Abstract

Lack of coordinated action between two adults in the classroom can lead to disjointed instruction for young children and teacher stress. The purpose of the present study was to measure the effects of a multi-component intervention, Responsive Partnership Strategies, on teacher satisfaction with their co-teaching relationship. Teachers were observed within the context of their classroom and during weekly planning sessions to record their use of the components of the Responsive Partnership Strategies. Following baseline observations, teachers completed the Relationship Satisfaction assessment and the Responsive Partnership Strategies Checklist. The intervention introduced teachers to the Responsive Partnership Strategies and discussed how these could be implemented across the school day. Following intervention, tools were readministered. Results indicated that there was an increase in teachers' use of components of the Responsive Partnership Strategies as well as an increase in teacher satisfaction with their co-teaching relationship. These results suggest that when teachers are more aware of collaborative practices, they can improve co-teaching relationships.