Why Do Teachers Collaborate More in Some Schools Than Others? The Central Role of Leadership

• In Event: 72.013 - Empowering Teachers Through Professional Learning

Abstract

The purpose of this study was to examine the degree to which urban elementary teachers’ reported collaborative practices varied by school membership and the school-level factors that might explain that variability. Teacher collaboration is receiving increasing attention as an effective means of improving teacher efficacy, instructional practices and retention as well as increasing student achievement. Simultaneously, school leaders are recognized as arbiters of school climate and potential supporters of teachers’ collaborative practices aimed at instructional and professional improvement. Using multilevel modeling, we found that teachers’ reported collaborative practices vary significantly by school membership and that instructional leadership positively and significantly predicted over 80% of this variance. The significance of these findings for researchers, policymakers and practitioners is discussed.

Authors

• Roger D. Goddard, The Ohio State University

• Yvonne L. Goddard, The Ohio State University - Columbus

• Robert Nichols, The Ohio State University