Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 1 (2025)

Benefits and Drawbacks of Collaboration in an Integrated School

Reynalyn Lavadia

Discipline: Education

 

Abstract:

This study, entitled “Benefits and Drawbacks of Collaboration in an Integrated School,” aimed to determine the impact on teachers in an integrated school in terms of professional development, enhancement of instructional design, improvement of professional task/related teaching tasks, and support from colleagues and administration at Congressional District I, Division of Nueva Ecija. The study used a descriptive-correlational design. Participants were purposively selected using total enumeration to meet the objective of the study, with a total of 199, as follows: 9 school heads, 69 elementary teachers, and 121 junior high school teachers of respective integrated schools in CD I. Survey questionnaires were the main instruments to gather needed data. The findings of the study are: teachers from integrated schools belonged to the ages 31-35, female, and married. They had a Master's Degree, taught Grade 5 pupils, and were permanent in a plantilla position. Using Spearman's rho analysis at p < 0.05 (2-tailed), the highest educational attainment was significantly related to the benefits and drawbacks of collaboration. The grade level taught was significantly related to the drawbacks of collaboration, particularly in terms of support from colleagues and administration. Furthermore, there was a significant relationship between the benefits of collaboration, such as enhancement of instructional design, and the drawbacks, including professional development, enhancement of instructional design, improvement of professional tasks, and support from colleagues and administration. Moreover, there were significant differences in the responses of elementary teachers, Junior high school teachers, and school heads regarding their perceptions of the benefits and drawbacks of collaboration in terms of improving professional tasks and receiving support from colleagues and administration.



References:

  1. Achinstein, B. (2014). Conflict amid community: the micropolitics of teacher collaboration. Teachers College Record, 104(3), pp421-455
  2. Ainscow, M. M. (2016). Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 192-202.
  3. Alchemer (n.d). Purposive Sampling 101. Survey Gizmo. LinkedIn.
  4. Alufohai,P.J. & Ibahafidon, H.E. (2015). Influence of Teachers’ Age, Marital Status and Gender on Students’ Academic Achievement. Asian Journal of Education Study. Vol.3. No. 4, 2015, ISSN 2311-6080
  5. Anderson, K. D. (2016). The Nature of Teacher Leadership in Schools as Reciprocal Influences Between Teacher Leaders and Principals. School Effectiveness and School Improvement, 15(1), 97-113.
  6. Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800-813. Doi:10.1037/edu000010510.1037/edu0000105. 10 F. MarshUniversity of Southampton Doctoral Programme in Educational Psychology
  7. Ariola,M..M.. (2016). Principles and Methods of Study.1st edtion. Manila: Rex Book Store
  8. Arias (2019). New School Establishment and Integration. School Article, Department of Education , Division of Malaybalay City
  9. Bajorek, Z., Gulliford, J., and Taskila, T. (2014) Healthy teachers, higher marks? Establishing a link between teacher health & wellbeing, and student outcomes. Retrieved from: Education Support Partnership
  10. Barth, R. S. (2014). The Culture Builder. Educational Leadership, 59(8), pp. 6-11.
  11. Bauwens, J. &Hourcade, J.J. (2016). Cooperative Teaching: Rebuilding the Schoolhouse for all Students. Austin, TX: PRO-ED.
  12. Beddington, J., Cooper, C. L., Field, J., Goswami, U., Huppert, F. A., Jenkins, R., Thomas, S. M. (2016). The mental wealth of nations.  Nature, 455(7216), 1057-1060.  DOI: 10.1038/4551057a.
  13. Bemak, F. (2015). Transforming the Role of the Counselor to Provide Leadership in Educational Reform through Collaboration. Professional School Counseling, 3(5), 323-332.
  14. Bricheno, P., Brown, S., & Lubansky, R. (2017). Teachers’  wellbeing:  A  review  of  the evidence. London: Teacher Support Network.
  15. Briner, R., Dewberry, C. (2015) Report for work life support on the relation between well-being and climate in schools and pupil performance. Retrieved from: SCRIBD, 34205400
  16. Briscoe, C., & Peters, J. (2017). Teacher Collaboration across and within Schools: Supporting Individual Change in Elementary Science Teaching. Science Education, 81(1), 51-65.
  17. Bronstein, A.S. (2013). Teacher collaboration in the age of teaching standards: the study of a small, suburban school district. A dissertation in Educational and Organizational Leadership Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Education
  18. Bullough, R. V., & Birrell, J. R. (2015). Paradise unrealized: Teacher educators and the costs and benefits of school/university partnerships. Journal of Teacher Education, 50(5), 381-391. https://doi.org/10.1177/002248719905000511
  19. Burke, B. M. (2013). Experiential professional development: A model for meaningful and long-lasting change in classrooms. Journal of Experiential Education, 36(3), 247-263. https://doi.org/10.1177/1053825913489103
  20. Cajkler, Wood, Norton, & Pedder, (2014). Printy, (2018). Lesson study as a vehicle for collaborative teacher learning in a secondary school. Professional Development in Education, 40(4), 511-529. https://doi.org/10.1080/19415257.2013.866975
  21. Caputi, M., Lecce, S., & Pagnin, A. (2017). The role of mother–child and teacher–child relationship on academic achievement. European Journal of Developmental Psychology, 14(2), 141-158. DOI:10.1080/17405629.2016.1173538
  22. CCSSO, (2017). InTASC: Model Core Teaching Standards and Learning Progression for Teachers 1.0. CCSSO’s Interstate Teacher Assessment and Support Consortium. (pp. 29-30)
  23. CESE, (2014). Teacher Wellbeing: A Review of literature. https://apo.org.au/sites/default/files/resource files/2017 10/apo-nid201816.pdf
  24. Chan, C.K., & Pang, M.F. (2015). Teacher collaboration in learning communities. Teaching Education, 17(1), pp1-5.
  25. Chang, M.L., Davis H.A. (2017). Understanding the role of teacher appraisals in shaping the dynamics of their relationships with students: Deconstructing teachers’ judgments of disruptive behaviour/students. In: Schutz, P., Zembylas, M. (Eds.). Advances in Teacher Emotion Study: The impact on teachers’ lives (p. 95-127). Boston, MA: Springer.
  26. Civil Service Commission Memorandum Circular No. 14 s. 2018. 2017 Omnibus Rules on Appointment and Other Human Resource Actions, Retrieved from: Revised July 2018. Civil Service Commission
  27. Clement, M., &Vandenberghe, R. (2018). Teachers’ professional development: A solitary or collegial (ad)venture?. Teaching and Teacher Education, 16(1), pp81-101.
  28. Cohen, D. K., & Ball, D. L. (2018). Instruction, capacity, and improvement. CPRE Study Report no.RR–043).Philadelphia: University of Pennsylvania, Consortium for Policy Study in Education. Available at: http://files.eric.ed.gov/fulltext/ED431749.pdf
  29. Cole, M.S., Walter, F., Bedeian, A.G., & O’Boyle, E.H. (2015). Job burnout and employee engagement: A meta-analytic examination of construct proliferation. Journal of Management, 38(5):1550–81, DOI: 10.1177/0149206311415252 Cornelius-White, J. (2015). Learner-centered teacher-student relationships are effective: A meta-analysis.  Review of Educational Study, 77(1), 113-143. DOI: 10.3102/003465430298563
  30. Collinson, V. & Cook, T. F. (2013). I don,t have enough time: Teachers, interpretations of time as a key to learning and school change. Journal of Educational Administration, 39(3), pp266-281.
  31. Cook, L., & Friend, M. (2014). Principles for the practice of collaboration in the schools. Preventing School Failure, 35, pp. 6-9.
  32. Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & ClarkeStewart, K. A. (2017). Instruction, teacher–student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102(2), 407-417. DOI: 10.1037/a0017762.
  33. Crossman, A. (2020). Understanding Purposive Sampling. ThoughtCo: thoughtco.com/purposive-sampling-3026727.
  34. Danielson, C. (2017). The Framework for Teaching Rubric: 2011 Revised Edition. San Francisco, CA: Teachscape. Available at: http://usny.nysed.gov/rttt/teachersleaders/practicerubrics/Docs/Teachscape_Rubric.pdf
  35. Darling-Hammond, L. (2015). Teacher Quality and Student Achievement: A review of State Policy Evidence. Education Policy Analysis Archives, 8(1), 1-44.
  36. Deal, T., & Kennedy, A. (2017) Corporate Cultures. Reading, MA: Addison-Wesley.
  37. Deal, T. E. & Peterson, K. D. (2017, 2nd Edition). Shaping School Culture. San Fransisco: Jossey-Bass.
  38. DelliCarpini, M. (2015). Teacher collaboration for ESL/EFL academic success. Retrieved from ITESLJ: http://iteslj.org
  39. Department of Education. DepEd Order No. 91, s.1991- Guidelines on the Establishment and Operations of Integrated School
  40. Ding, C., & Sherman, H. (2016). Teaching effectiveness and student achievement: Examining the relationship. Educational Study Quarterly, 29(4), 39-49.
  41. DuFour, R., Eaker, R., & DuFour, R. (2015) On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: Solution Tree.
  42. Ebmeier, H., & Nicklaus, J. (2017). The Impact of Peer and Principal Collaborative Supervision of Teachers' Trust, Commitment, Desire for Collaboration, and Efficacy. Journal of Curriculum and Supervision, 14(4), 351-378.
  43. Edmunds, S., Biggs, H., Goldie, I., Cyhlarova, E., Lawton-Smith, S., McCulloch, A., & Carson, J. (2013). Let’s get physical: the impact of physical activity on well-being. Mental Health Foundation.
  44. Education Support Partnership (2017). Mental health and wellbeing in the education profession. Education Support Partnership, European Trade Commission for Education.
  45. Egodawatte, G., Mcdougall, D. and Stoilescu, D. (2018). The effects of teacher collaboration in Grade 9 Applied Mathematics. Educational Study for Policy and Practice, 10, 189-209. https://doi.org/10.1007/s10671-011-9104-y
  46. Elisabeth, R., & Kyndt, R. (2015). Teacher Collaboration; A Systematic Review. Centre for Study on Professional Learning & Development, Corporate Training and Lifelong Learning, University of Leuven, Dekenstraat, Belgium. (pp. 1-3)
  47. Elmore, R. F. (2015). School Reform from the Inside Out: Policy, Practice, and Performance. Cambridge, MA: Harvard Education Press.
  48. Erickson, G., Brandes, G. M., Mitchell, I., & Mitchell, J. (2016). Collaborative teacher learning: Findings from two professional development projects. Teaching and Teacher Education, 21(7), 787-798. https://doi.org/10.1016/j.tate.2005.05.018
  49. Frey, B. B., Lohmeier, J. H., Lee, S. W., & Tollefson, N. (2016). Measuring Collaboration Among Grant Partners. Americal Journal of Evaluation, 383-392.
  50. Fullan, M. (2016). Why Teachers Must Become Change Agents. Educational Leadership, pp. 12-16.
  51. Gable, R.A., & Manning, M.L. (2017). The role of teacher collaboration in school reform. Childhood Education, 73(4), pp219-223
  52. Gajda, R. (2016). Utilizing collaboration theory to evaluate strategic alliances. American Journal of Evaluation, 65-77.
  53. Gallup (2018). Gallup student poll technical report. Gallup Technical Report/Services/177095
  54. Gallup (2014). State of America’s schools: The path to winning again at education. Retrieved from: How does teacher well-being affect student learning?  11blog.soton.ac.uk/edpsych22/09/2017/178769
  55. Gavine, D. & Forsyth, P. (2018). Use of VIG in schools. In Kennedy, H., Landor, M., & Todd, L. (Ed), video interaction guidance: A relationship-based intervention to promote attunement, empathy and wellbeing (p134-144). London: Jessica Kingsley Publisher.
  56. Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2016). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools. Teachers College Record, 109, 877-896.
  57. Gordon, G. (2015). Building engaged schools: Getting the most out of America's classrooms. US: Gallup Press.
  58. Grammer, J. K., Coffman, J. L., Sidney, P., & Ornstein, P. A. (2016). Linking teacher instruction and student achievement in mathematics: The role of teacher language. Journal of Cognition and Development, 17(3), 468-485. DOI: 10.1080/15248372.2015.1068777
  59. Gray, C., Nordstokke, D., & Wilcox, G. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychological Association, 58(3), 203–210. DOI: 10.1037/cap0000117.
  60. Grossman, P., & Thompson, C. (2013). Learning from curriculum materials: Scaffolds for new teachers?. Teaching and Teacher Education, 24, 2014–2026.
  61. Guiney, E. (2018). Coaching isn't just for athletes: The role of teacher leaders. Phi Delta Kappan, 740-743.
  62. Guthrie, J.T., Dreher, M.J. & Baker, L. (2015). Why teacher engagement is important to student achievement. In: Baker, L., Dreher, M.J., & Guthrie, J.T. (Eds.). Engaging young readers (p. 1-16). New York: The Guilford Press.
  63. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2015). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513. Doi:10.1016/j.jsp.2014.11.001Hamre, B., & Pianta, R. (2018). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.  Child Development, 72(2), 625-38.  Doi:10.1111/1467-8624.00301
  64. Hansen, D., Hill, D., McWalters, P., Paliokas, K., &Stumbo, C. (2017). State Policy Implications of the Model Core Teaching Standards. Washington, D.C.:Council of Chief State School Officer
  65. Hargreaves, A. (2015) What's Worth Fighting for in your School: Working Together for Improvement. Buckingham: Open University Press in association with the Ontario Public School Teachers' Federation
  66. Hargreaves, A., & Fullan, M. (2014). Mentoring in the new millennium. Theory into Practice, 39(1), 50-56.
  67. Hibbert, P., & Huxham, C. (2014). The Past in Play: Tradition in the Structures of Collaboration. Organizational Studies, 525-554.
  68. Hundred (2020). Collaboration between Different Ages.Hundred.org#93692a83
  69. Hanover Study (2015). Quality feedback, teacher engagement and student achievement. Gssaweb, 2015/04
  70. Hargreaves, A. (2015). Changing teachers, changing times. New York: Teachers’ College Press.
  71. Hastings, M. & Agrawal, S. (2015). Lack of teacher engagement linked to 2.3 million missed workdays. Retrieved from: News Gallup, 180455 
  72. Hattie, J. (2017).  Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
  73. Henze-Rietveld, F. A. (2015). Science teachers’ knowledge development in the context of educational innovation (Doctoral dissertation). Leiden, The Netherlands: University of L
  74. Hord, S. (2016). A synthesis of study on organizational collaboration. Educational Leadership, 43(5), pp22–26.
  75. Huffman, D., & Kalnin, J. (2017). Collaborative inquiry to make data-based decisions in schools. Teaching and Teacher Education, 569-580.
  76. Iafor (2018). Transformational Model of Management for Integrated Schools in the Philippines. Iafor, IICE Hawaii, 39299.
  77. Jennings, P.A., & Greenberg, M.T. (2017). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Study, 79(1), 491-525. DOI: 10.3102/0034654308325693
  78. John-Steiner, V., (2018). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3-4), 191–206. https://doi.org/10.1207/s15326985ep3103&4_4
  79. Johnson, B. (2014). Teacher collaboration: good for some, not so good for others. Educational Studies, 29(4), pp337-350.
  80. Johnson, D.W. & Johnson, F.P. (2018, 7th Edition) Joining Together: Group Theory and Group Skills. Boston: Allyn &Bacon.
  81. Kaendler, C., Wiedmann, M., Rummel, N., Spada, H., Rev,E.P. (2014). Teachers’ competencies for the implementation of collaborative learning in the classroom: A framework and study review. Educational Psychology Review, 27,505-536. Crossref, Web of Science. Google Scholar.
  82. Kafyulilo, A.C. (2014). Professional Development Through Teacher Collaboration: An Approach to Enhance teaching and Learning in Science and Mathematics in Tanzania. Africa Education Review. Volume 10, 2013-Issue 4: Teacher Education and Technology. DOI:10.1080/18146627.2013.853560
  83. Kelchtermans, G. (2015). Collaborative curriculum development: An encounter of different professional knowledge systems. Teachers and Teaching: Theory and Practice, 2(1), 71–85.
  84. Kipps-Vaughan, D. (2013). Supporting teachers through stress management. Education Digest, 79(1), 43-46.
  85. Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2016). Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715. DOI:10.1037/0022-0663.100.3.702
  86. Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers' emotional exhaustion is negatively related to students' achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193-1203. DOI: 10.1037/edu0000125
  87. Kruse, S. (2018). Collaborate. Journal of Staff Development, 20(3), pp14-16.
  88. Kruse, S.D., Louis, K.S., & Bryk, A. (2016). An emerging framework for analyzing schoolbased professional community in Louis K.S. & Kruse S.D. (Eds) Professionalism and Community: Perspectives on Reforming Urban Schools. Thousand Oaks, CA: Corwin, pp23-42.
  89. Kyriacou, C. (2018). Teacher stress: Directions for future study. Educational Review, 53(1), 27–35. DOI: 10.1080/001319101
  90. Leeuwen, V., Jassen, A., Erkens, G., & Brekelmans, M. (2013). Teacher interventions in a synchonur, co-locate CSCL setting: Analyzing focus, means and temporality. Computers in Human Behavior, 29,1377-1386.
  91. Leiter, M.P, & Maslach C. (2014). Areas of work-life: A structured approach to organizational predictors of job burnout. In: Perrewe P, Ganster D.C. (Eds.) Study in occupational stress and wellbeing. Emotional and physiological processes and positive intervention strategies (p. 91–134). Oxford: Elsevier.
  92. Leithwood, K. A. (2015, February). The Move Toward Transformational Leadership. Educational Leadership, pp. 8-12.
  93. Leithwood, K., & Jantzi, D. (2017). The Relative Effects of Principal and Teacher Sources of Leadership on Student Engagement With School. Educational Administration Quarterly, 35, 679-706. 
  94. Lieberman & L. Miller (2017). Teachers caught in the action: Professional development that matters (pp. 45–58). New York: Teachers College Press.
  95. Little, J.W. (2014). Norms of collegiality and experimentation: Workplace conditions for school success. American Educational Study Journal, 19(3), 325-340.
  96. Louis, K.S., & Ingram, D. (2016). Schools that work for teachers and students. In: Williams, B. 12 F. Marsh University of Southampton Doctoral Programme in Educational Psychology (Eds.) In closing the achievement gap: A vision for changing beliefs and practices (p.154-177). Alexandria: Association for Supervision and Curriculum Development.
  97. Louis, K.S. & Kruse, S.D. (2016). Professionalism and Community: Perspectives on Reforming Urban Schools. Thousand Oaks, CA: Corwin
  98. Louis, K. S., Marks, H. M., & Kruse, S. (2017). Teachers' professional community in restructuring schools. American Educational Study Journal, 33, 757-798.
  99. Lynch, S., Worth, J., Bamford, S. And Wespieser, K. (2016). Engaging teachers: NFER analysis of teacher retention. Slough: NFER.
  100. Mahoney, G., & Wheeden, C. A. (2017). The effect of teacher style on interactive engagement of preschool-aged children with special learning needs. Early Childhood Study Quarterly, 14, 51–68. DOI: 10.1016/S0885- 2015(99)80004-0
  101. Mattessich, P. (2018). Collaboration: What Makes It Work. Saint Paul: Fieldstone Alliance.
  102. McGregor, J. (2014). Making Spaces: Teacher workplace topologies. Pedagogy, Culture & Society, 11(3),pp353-378.
  103. McLaughlin, M.W. (2015). Rebuilding teacher professionalism in the United States. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing teachers back in (pp.77- 93). Buckingham, UK: Open University Press.
  104. McLaughlin, M. W., & Talbert, J. E. (2015). Building school-based teacher learning communities. Professional strategies to improve student achievement. New York: Teachers College Press.
  105. Meirink, J.A., Meijer, P.C., & Verloop, N. (2016). A closer look at teachers, individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13(2), pp145–164.
  106. Muscelli, G. B., Suzanne K. (2015). The effect of co-teaching on ninth grade world history students' academic achievement and classroom behavior. Unpublished Dissertation, Nova Southeastern University, Fort Lauderdale-Davie (Floride).
  107. Murray-Close, M., & Monsey, B. R. (2018). Collaboration: What Makes It Work. St. Paul, MN: Fieldstone Alliance.
  108. Nelson, T. H. (2018). Teachers' collaborative inquiry and professional growth: Should we be optimistic? Science Education, 93(3), 548-580. https://doi.org/10.1002/sce.20302
  109. Nias, J., Southworth, G. & Yeomans, R. (2016) Staff Relationships in the Primary School. London: Casswell.
  110. Nye, B., Hedges, L. V., & Knstantopoulos, S. (2015). The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment. American Educational Study Journal, 37(1), 123-151.
  111. O’Reilly, & Roberts (2016). Learning to choose: Choosing to learn (Short papers and works in progress). (pp. 109–114). Lismore, Australia: Southern Cross University Press.
  112. Pawan, F., & Ortloff, J. H. (2011). Sustaining collaboration: English-as-a-second- language, and content-area teachers. Teaching and Teacher Education, 27, 463-471. https://doi.org/10.1016/j.tate.2010.09.016
  113. Peterson, N. (2014). Interagency collaboration under Part H: The key to comprehensive, multidisciplinary, coordinated infant/toddler interventions series. Journal of Early Intervention, 15(1), 89-105.
  114. Pianata, R.C. (2018) Enhancing Relationships between Children and Teachers. Washington, DC: American Psychological Association.
  115. Printy, S. M. (2018). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187-226. https://doi.org/10.1177/0013161X07312958
  116. Puchner, L. D. & Taylor, A. R. (2016). Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups. Teaching and Teacher Education, 22, 922-934. https://doi.org/10.1016/j.tate.2006.04.011
  117. Roberts, S., & Pruitt, E. (2014). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin.
  118. Rosenholtz, S.J. (2016). Teacher’s workplace. New York: Longman
  119. Rust, F. (2017). Teacher study and the problem of practice. The Teachers College Record, 111(8), pp1882-1893.
  120. Sackney, L., Mitchell, C., & Walker, K. (2015). Building capacity for learning communities: A case study of fifteen successful schools. Paper presented at the American Education Study Association annual meeting
  121. Santiago, M.T. (2018). Challenges of Non-Education Graduates teaching in the Senior High School. Graduate Thesis. Araullo University Philippines, PHINMA, Cabanatuan City.
  122. Sawyer, E., Rimm-Kaufman, S.E. (2017). Teacher collaboration in the context of the responsive classroom approach. Teachers and Teaching: Theory and Practice. 13(3), pp. 211-245
  123. Schlechty, P. (2015). Creating the capacity to support innovations. Louisville, Kentucky: Schlechty Center for Leadership in School Reform.
  124. Shakenova, L. (2017). The theoretical framework of teacher collaboration, 20.34-48. Kazar University Press. DOI: 10.5782/2223-2621.2017.20.34.
  125. Shih-Hsiung Liu, (2017). Teachers’ Experiences of Collaborating in School Teaching Teams. Asian Social Science, 13, 2017. DOI: 10.5539/ass.v13n2p159
  126. Silva, J.C. & Morgado, J. (2015). Facilitators to collaboration between teachers: effects of gender, teaching experience and subject area. Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity, 1st - 4th August 2005. Glasgow, Scotland. Available at: http://www.isec2005.org.uk/isec/abstracts/papers_c/castrosilva_j.shtml
  127. Skanson, E.M, (2016). Mindful collaboration to influence school improvement. University Of Minnesota, Minneapolis.
  128. Slater, L. (n.d). Collaboration: A Framework for school improvement. Retrieved from: eric PDF file, ej98456.pdf
  129. Smith, D., Wilson, B., & Corbett, D. (2017). Moving beyond talk. Educational Leadership, 66(5), pp20-25.
  130. Smylie, M.A. (2015). Redesigning teachers' work: Connections to the classroom. Review of Study in Education, 20(1), 129-177.
  131. Southworth, G. (2017) Staff Relationships in the Primary School. London: Casswell.
  132. Stanley, A. M. (2015). The experiences of elementary music teachers in a collaborative teacher study group. Bulletin of the Council for Study in Music Education, 192, 53-74. https://doi.org/10.5406/bulcouresmusedu.192.0053
  133. Stewart, A.J. (2016). Collaboration: Towards improved education practice. Education Canada, 36(1), 21-25.
  134. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2015). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), pp221-258.
  135. Strahan, D. (2017, November). Promoting a Collaborative Professional Culture in Three Elementary Schools that Have Beaten the Odds. The Elementary School Journal, 104(2), 127-146.
  136. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate study.  Review of Educational Study. DOI: 10.3120//003465431348390
  137. The New Oxford Dictionary of English (2017). Well-being. Oxford Dictionaries
  138. Tschannen-Moran, M. (2013). Collaboration and the need for trust. Journal of Educational Administration, 308-331.
  139. Tschannedn-Moran, M., & Hoy, W. K. (2015). A Multidisciplinary Analysis of Nature, Meaning, and Measurement of Trust. Review of Educational Study, 70(4), 547-593.
  140. Tseng, F –C., & Kuo, F –Y. (2014). The way we share and learn: An exploratory study of the self-regulatory mechanisms in the professional online learning community. Computers in Human Behavior, 26(5), 1043-1053. https://doi.org/10.1016/j.tate.2006.04.023
  141. Ullah, H. (2015). School Teaching as a Feminine Profession: The Legitimation and Naturalization Discourses in Pakistani Context. Ullah PDF file. E-papers
  142. Valenta, R. L. (2017). Effect of teacher engagement and teacher effectiveness on student achievements. Ebscohost. Direct psyh 2018-201490-368
  143. Vangen, S., & Huxham, C. (2013). The Tangled Web: Unraveling the Principle of Common Goals in Collaborations. Journal of Public Administration Study, 731-760.
  144. Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Study Review, 15, 17-40. https://doi.org/10.1016/j.edurev.2015.04.002
  145. Vescio, V., Ross, D., & Adams, A. (2017). A review of study on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91
  146. Walker, A. (2016). Teams in Schools: Looking Below the Surface. International Journal of Educational Management, 8(7), 38-44.
  147. Watson, M. (2014). Learning to Trust: Transforming Difficult Elementary Classrooms through Developmental Discipline. San Francisco: Jossey-Bass
  148. Welch, M. (2017). Collaboration: Staying on the bandwagon. Journal of Teacher Education, 49(1), 26-37.
  149. Westheimer, J. (2018). Communities and consequences: an inquiry into ideology and practice in teachers' professional work. Educational Administration Quarterly, 35(1), pp71-105.
  150. West, J.F. (2013). Educational collaboration in the restructuring of schools. Journal of Educational and Psychological Consultation, 1, 23-40.
  151. Wohlstetter, P., Datnow, A., & Park, V. (2015). Creating a system for data-driven decisionmaking; applying the principal-agent framework. School Effectiveness and School Improvement, 19(3), 239-259.
  152. Wong, V. W., Ruble, L. A., Yu, Y., & mcgrew, J. H. (2017). Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children, 83(4), 412-427. Doi:10.1177/0014402917690729.Woolfolk, A. (2013). Educational Psychology (12th, New International Edition). London: Pearson.
  153. Woodland, R., Lee, M.K. & Randall, J. (2013). A validation study of the teacher collaboration assessment survey, educational study and evaluation. An International Journal on Theory and Practice, 19(5), pp442-460.
  154. Wraga, W. G. (2017). The Educational and Political Implication of Curriculum alignment and standards-based reform. Journal of Curriculum and Supervision, 15(1), 4-25.
  155. Yoon, J.S. (2013). Teacher characteristics as predictors of teacher-student relationships: stress, negative affect, and self-efficacy. Social Behavior and Personality: an international journal, 30(5), 485-493. DOI: 10.2224.2013.30.5.485
  156. Zwart, R. C., Wubbels, T., Bergen, T. C. M., & Bolhuis, S. (2016). Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching: Theory and Practice, 13(2), 165–187.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic