Teacher collaboration and professional learning : a case study in a Greek secondary school
Aperi, Eleftheria (2024)
Aperi, Eleftheria
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024061423305
https://urn.fi/URN:NBN:fi:amk-2024061423305
Tiivistelmä
The aim of this study was to explore how leadership could enhance teacher professional development via collaborative practices in a public secondary education school in Athens, Greece. To do so, teacher collaboration was examined through the lens of two well researched collaboration concepts, Professional Learning Communities and Communities of Practice. The study investigated teachers’ perception of collaboration, identified inhibitory and facilitating factors, what opportunities existed for professional learning via collaboration and what improvements the school leader could make.
The analysis was based on surveys collected from 28 teachers and follow-up semi-structured interviews with 6 of those teachers. The research instrument used to collect data consisted of 30 statements followed by 5 open-ended questions. Open ended questions and interviews were analysed using qualitative content analysis.
Research findings indicated that social relations among teachers created a sense of belonging, contributed to job satisfaction and resulted to professional learning through informal social participation, acting as a Community of Practice. On the other hand, significant discrepancies between the current state of collaboration and the defining characteristics of a Professional Learning Community were revealed, mainly in relation to supporting conditions, common vision and shared teaching practice. With regard to teacher professional development through collaborative practices, opportunities for peer learning were very limited, due to structural and cultural reasons. Overload of non-teaching duties, time and resources restrictions, lack of collaborative framework were the main structural inhibitors. Cultural barriers involved lack of collaborative spirit, resistance to change and lack of trusting relations among teaching staff
Leadership of the school was found to have facilitated collaborative projects. It is recommended that leadership should move to a more participatory model in decision making. Furthermore, formal collaboration frameworks should be established. Participation of staff in collaborative training activities should be organized. To promote a broader culture of collaboration, teachers already involved in collaborative projects should be supported.
The analysis was based on surveys collected from 28 teachers and follow-up semi-structured interviews with 6 of those teachers. The research instrument used to collect data consisted of 30 statements followed by 5 open-ended questions. Open ended questions and interviews were analysed using qualitative content analysis.
Research findings indicated that social relations among teachers created a sense of belonging, contributed to job satisfaction and resulted to professional learning through informal social participation, acting as a Community of Practice. On the other hand, significant discrepancies between the current state of collaboration and the defining characteristics of a Professional Learning Community were revealed, mainly in relation to supporting conditions, common vision and shared teaching practice. With regard to teacher professional development through collaborative practices, opportunities for peer learning were very limited, due to structural and cultural reasons. Overload of non-teaching duties, time and resources restrictions, lack of collaborative framework were the main structural inhibitors. Cultural barriers involved lack of collaborative spirit, resistance to change and lack of trusting relations among teaching staff
Leadership of the school was found to have facilitated collaborative projects. It is recommended that leadership should move to a more participatory model in decision making. Furthermore, formal collaboration frameworks should be established. Participation of staff in collaborative training activities should be organized. To promote a broader culture of collaboration, teachers already involved in collaborative projects should be supported.