Valuing Schools as Professional Communities: Assessing the Collaborative Prescription

Leonard, Lawrence; Leonard, Pauline

doi:10.1007/0-306-48203-7_8

Cited by 15 publications

(22 citation statements)

References 25 publications

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“…Especially collaboration containing a certain level of depth in content is hard to realise and uncommon in the educational sector (see section 5.2). Leonard and Leonard (2001a) and Leonard (2002) found that the extent of collaboration occurring in schools was below the level the teachers would like it to be and teachers perceived their school as containing a greater degree of competition and individualism than desired. Teacher collaboration is thus often not realised to the degree that is proclaimed to be desired.…”

Section: Hindering Factors For Teacher Collaborationmentioning

confidence: 95%

“…Besides teacher culture, certain school characteristics appeared to influence the occurrence of deep-level collaboration. Leonard (2002) found that enrolment size of the school influenced the prevailing depth of collaboration as mid-sized schools were most likely to be characterised by a collaborative nature. While collaboration including team planning appeared to be common in the opinion of primary/elementary teachers, this was not the case for teachers in the large and the smallest schools, all-grade schools and the high school/junior high school/middle school combination.…”

Section: Focus and Depth Of Teacher Collaborationmentioning

confidence: 97%

“…Sometimes professional (learning) communities seemed to be perceived as a school-level construct, capturing the whole school as a P(L)C (or even teachers from different schools or school sites) instead of a subset of teachers (e.g., Birenbaum, Kimron, & Shilton, 2011;Leonard, 2002;Leonard & Leonard, 2001b). The school as a community entails teachers collaborating; they are bonded together to a set of shared ideas and ideals, rather than individualism and isolation (Leonard, 2002;Leonard & Leonard, 2001b).…”

Section: Professional (Learning) Community (P(l)c)mentioning

confidence: 98%

“…The school as a community entails teachers collaborating; they are bonded together to a set of shared ideas and ideals, rather than individualism and isolation (Leonard, 2002;Leonard & Leonard, 2001b). These can then be divided into communities of practice (e.g.…”

Section: Professional (Learning) Community (P(l)c)mentioning

confidence: 99%

See 3 more Smart Citations

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

634

464

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A B S T R A C T This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

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Section: Hindering Factors For Teacher Collaborationmentioning

confidence: 95%

Section: Focus and Depth Of Teacher Collaborationmentioning

confidence: 97%

Section: Professional (Learning) Community (P(l)c)mentioning

confidence: 98%

Section: Professional (Learning) Community (P(l)c)mentioning

confidence: 99%

See 2 more Smart Citations

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

634

464

View full text Add to dashboard Cite

show abstract

“…Teacher leadership promotes mutual learning between teachers and fosters a more collaborative way of working toward collective goals (Harris, 2003), which provide solid foundations for building a positive and collaborative school culture. The literature indicated that a healthy school culture is usually marked by professional collaboration and professional learning among all members of the organization with a common core of values and beliefs (e.g., Leonard, 2002;Valentine, 2006;Zepeda, 2013). Therefore, through collaboration and collegiality, with the goal of promoting the professionalization of all teachers, teacher leadership strengthens the building of a healthy school culture and further enhances the capacity for change and improvement at both the school and classroom levels (Harris & Muijis, 2003).…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Two Schools: How School Cultures Interplay the Development of Teacher Leadership in Mainland China

Wang¹,

Zepeda²

2013

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This article seeks to gain an understanding of the interrelated relationship between school cultures and the teacher leadership development by comparing the experience of teacher leaders' from two middle schools in China that exhibited different kinds of school culture. The researchers argue that the better the school culture was, the more prospective Teacher leaders would develop and the better Teacher leaders would enact their leadership, which further would reinforce the building of a healthy school culture.

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The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

et al. 2022

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Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relation between collaborative culture, affective commitment and job satisfaction of teachers taking both collaborative cultures in the entire school, as well as in informal subgroups into account. Survey data of 760 teachers, nested in 136 subgroups and 13 secondary schools, were analysed using multilevel path analyses. Results show that collaborative culture in the informal subgroup is positively related to teachers' affective commitment and job satisfaction, and that affective commitment is a mediator. Collaborative culture at the school level was not a significant predictor. School leaders need to be aware that there are, to some extent, subgroups within the school which develop their own collaborative culture through social contagion processes which impact job satisfaction and affective commitment to a greater extent than the school-level culture.

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Valuing Schools as Professional Communities: Assessing the Collaborative Prescription

Cited by 15 publications

References 25 publications

Teacher collaboration: A systematic review

Teacher collaboration: A systematic review

A Comparative Study of Two Schools: How School Cultures Interplay the Development of Teacher Leadership in Mainland China

The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

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