Creation and Validation of Teacher Communities Scale With the Teaching and Learning International Survey Data

• In Event: Marriott Roundtable Session 57
  In Roundtable Session: Surveys in Educational Research

Abstract

Teachers communities at schools provide embedded learning opportunities in which teachers engage in regular interaction and collaboration to improve their classroom practices, which then translates into student achievement. The research on the effect of teacher communities abounds. However, we have little evidence on the assessment of teacher communities in the U.S. schools. The primary purpose of this study was to create a scale of teacher communities using large-scale data Teaching and Learning International Survey (TALIS) and to explore the extent to which 7-9th grade teachers in the U.S. were involved in teacher communities at their own school. We documented that the engagement in teacher communities was moderate and that older teachers participated in communities less. Future research directions are provided.

Authors

• Selcuk Dogan, Georgia Southern University

• Nihan Agacli-Dogan, Georgia Southern University

• Halil Eksi, Marmara University

• Fusun Eksi, Istanbul Medeniyet Universitesi