Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study is a tale untold by quantitative data. The main role-players in this tale are two mathematics teachers at an urban high school situated in a low socio-economic area and involved in a professional development programme in the Western Cape, viz. the SPARK project. It is a case study of how their levels of collegiality and collaboration positively influenced their levels of efficacy, whilst being part of an in-service professional development programme. This interpretive qualitative case study is explored using two data sets: one being the classroom observation reports generated via participant observation during the first three years of the project; and the other is a focus group interview done three years later. The data sets were analysed to produce a rich, thick descriptive and interpretive account of the supportive environment of these two teachers and how it played a significant role in their professional growth and levels of efficacy. The findings of this study are then used to highlight the importance of establishing collaborative cultures within in-service professional development programmes and the positive influence it can have on the efficacy levels of teachers. / AFRIKAANSE OPSOMMING: Hierdie studie vertel ‘n verhaal waaraan kwantitatiewe data alleen nie reg kan laat geskied nie. Die hoofrolspelers in die verhaal is twee wiskunde onderwysers by ’n stedelike hoërskool wat geleë is in ’n lae sosio-ekonomiese gebied en wat betrokke is by ’n professionele ontwikkelingsprogramme in die Wes-Kaap, die sogenaamde SPARK projek. Dit is ’n gevallestudie wat aantoon hoe hulle vlakke van kollegialiteit en samewerking, terwyl hulle deel was van hierdie professionele indiens-ontwikkelingsprojek, hulle vlakke van doeltreffendheid positief beïnvloed het. Hierdie interpretatiewe kwalitatiewe gevallestudie is ontleed aan die hand van twee datastelle: aan die een kant die klaskamer waarnemingsverslae gebaseer op klasobservasies van die deelnemers gedurende die eerste drie jaar van die projek en aan die ander kant ‘n fokusgroep onderhoud wat drie jaar later gedoen is. Die analise van hierdie datastelle het ’n ryklik gelaaide beskrywende en interpretatiewe weergawe daargestel van die ondersteunende omgewing van hierdie twee onderwysers en hoe dit ’n beduidende rol gespeel het in hulle professionele groei, onder meer hulle vlakke van werkseffektiwiteit. Die bevindings van hierdie studie word dan gebruik om die belangrikheid van die vestiging van kollaboratiewe kulture in professionele indiensopleidingsprogrammeme te beklemtoon. Die studie onderskryf ook die positiewe invloed wat ’n kultuur van samewerking kan hê op die doeltreffendheidsvlakke van onderwysers.

This study looks at the impact that the National Certification of Educational Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an exploratory study using an in case and cross case method, located in four secondary schools with a range of demographics. I was interested in gathering the information from teachers in three key roles: Assistant teacher, Head of Department and Principal's Nominee, finding out what their views were on the change that the NCEA has bought to their professional lives and the impact made on their collegiality. The literature reviewed shows there is an international appreciation of the value of collegiality in schools but there is a fragile nature of collegiality that challenges its strength. The complexity of school culture and the symbiotic relationship between it and collegiality contributes to challenge of the management and development in secondary schools. The findings showed the teachers in this study considered there to have been a deepening in collegiality as a result of increased sharing of material, professional communication through moderation and professional development, and a heightened respect for professional practice and understanding of personalities. There are threats from reduced socialisation, workload, loss of autonomy and the fragility of collegiality. These elements have created a shift in school culture. How teacher collegiality can best be supported using this assessment policy has been explored with features involving school organisation and increasing deep collegial activities such as collegial observation, marking, moderating and review being identified as beneficial.

The perceptions of how well the mentor teacher program meets the needs of the beginning teacher, the mentor teacher, and the school division were examined in this study. There were three populations: 100 beginning teachers employed in the Newport News Public Schools with an initial employment date of August 1998, 56 mentor teachers, and 31 program administrators. Three surveys, utilizing Likert scales, were developed to collect data. Descriptive statistics were applied to the data. Data from the three populations were analyzed separately. Each set of data was disaggregated by age, gender, ethnicity, years of experience, position, educational level, and career status. Means were compared to identify differences in the perceptions of the program's effectiveness. The overall conclusion was that the program is only modestly meeting the needs of beginning teachers and mentors. In the perception of administrators, the program is meeting the needs of the school division. The data are quite clear that the closer one is to the classroom (the beginning teacher) the lower one rates the mentoring program. The beginning teachers rated the program the lowest, with mentors rating it next lowest and administrators rating it the highest. Numerous strengths and areas needing improvement were identified in the assessment. Among the strengths were sufficient emotional support from mentors, assistance with policies and procedures of the school and division, help with instructional methods, and training for mentors. Among the areas needing improvement were sufficient time for mentoring and receiving assistance; support for such activities as stimulating student learning, conducting home visits, organizing the classroom, and achieving the Virginia Standards of Learning; compensating mentors adequately; and assigning mentors to beginning teachers who teach the same grade or content. The data may be useful in guiding modifications in the mentoring program of the Newport News Public Schools or in developing an effective mentoring program in any school system. / Ed. D.

Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.

Change has become a much more prevalent feature of Higher Education (HE) with many trends apparent, including the focus on institutional management and leadership; changes in decision-making approaches; institutional re-structuring; and increased bureaucratisation. Yet, while the literature provides some understanding of how HE change is impacting upon institutions, the consequences of such change for the traditional values of academic life and work represents an under-researched aspect of HE in Ireland. To address this gap in understanding, a case study of the School of Business at University College Dublin (UCD), involving semi-structured interviews with academics and manager-academics, was undertaken. The aim of the research was to determine how, and to what extent, change in HE is impacting upon academic staff. The research explored the changing involvement of academics in decision-making and the impact of such change on traditional notions of collegiality; and examined the changes taking place in the role of the academic, including their academic freedom. The research provides evidence of a period of sustained institutional change at UCD and draws attention to the considerable tension surrounding the top-down manner in which change was implemented and the lack of involvement of academics throughout the change process. The research has contributed to our understanding of the changing HE landscape in Ireland and highlights the increasing tension between the traditional values of academics and the changing shape of university life. While the research evidence acknowledges that the level of academic freedom has somewhat contracted, it draws attention to the substantial loss of involvement of academics in School decision-making; the decline in collegiality; the increase in routine administrative duties and greater work intensification; and the increased emphasis on research productivity.

Masters Research - Master of Philosopy (MPhil) / For almost 20 years it has been known that the most common cause of preventable adverse events in hospital is communication problems between clinicians (1, 2). Within maternity services, ineffective communication has a strong relationship with adverse events for women and babies (3). Despite this knowledge, the ‘turf wars’ between some midwives and some doctors are a continuing concern. Although the link between poor communications and adverse events has been well known for a long time, no real change in how professions relate to each other has occurred. This dissertation describes a project that was designed to answer the research question: What factors affect interprofessional interaction in birthing units and how do these interactions impact on birthing outcomes? Midwives and doctors from 10 geographically diverse maternity units contributed to this qualitative research project. In-depth interviews were conducted. Analysis and theorizing was guided by feminist Interpretive Interactionism. New findings, about how health services can strengthen interprofessional collaboration in maternity services, are presented and explained. I argue that organisational factors are more important than the personalities of the individuals involved in the interactions because organisational factors frame, direct and limit what discourses and therefore behaviours, are possible. The dissertation ends with some procedural guidelines that show how administrators and clinical leaders can create and maintain collaborative work settings for public sector midwives and doctors.

In 2004 as many as 25% of teachers in Sweden, Denmark, and England were willing to leave their profession immediately; in the United States much effort has been invested in studying why teachers leave the profession. In this paper, four teachers who left the profession were interviewed from within the life-story tradition. In the narratives, which were rendered in a poetic style during the analysis, colleagues were mentioned both positively and negatively. The theme of having colleagues, and especially trust or mistrust between colleagues, was thus explored. The existence or non-existence of lateral trust between teachers can be connected both to school development and to student learning outcomes.

This qualitative research study examined teachers and teacher assistants perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? <p>Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.

This qualitative research study examined teachers and teacher assistants perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? <p>Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.

Syftet med denna studie har varit att undersöka hur lärare tänker kring och ser på arbetet i arbetslag och samverkan. Studien bygger på ett fenomenografiskt vetenskapligt förhållningssätt och är baserade på kvalitativa intervjuer för att ta reda på några lärares uppfattningar och syn på arbetet inom och utanför arbetslaget. Intervjuerna är utförda på tre olika skolor i två olika kommuner och 16 verksamma lärare har deltagit. Studiens teoretiska bakgrund beskriver det postmoderna samhället och en skola i förändring. Bakgrunden behandlar begreppen balkanisering och Self-efficacy, hur grupper ser ut och vad som påverkar dem. Vidare skildras olika former av samarbetskulturer och modeller som beskriver hur samarbetet kan se ut och vad som påverkar. I bakgrunden tas även Social Dominance Theory upp. Studiens resultat påvisar att arbetslaget fyller en viktig funktion för de intervjuade lärarna och att de individer som ingår i arbetslaget påverkar hur samarbetet ser ut. Resultatet visar även att det har betydelse hur gruppen är strukturerad och hur ansvaret är fördelad både inom gruppen och från skolledningen. De flesta intervjuade lärarna beskrev att det fanns en styrning i arbetet i arbetslag och att de såg hur samhället hade en påverkan på arbetet i arbetslag i form av ökade uppgifter från skolledningen. Studiens resultat framlägger bevis för att arbetslagen arbetar separerade från varandra och likaså att samarbete mellan arbetslagen i stort sett inte förekom. Slutsatser som denna studie visar är att lärare tenderar att själva gruppera sig efter stadieindelning eller fysisk placering, att uppdelning sker både inom och utanför arbetslaget och att gemensamma värden och normer inom arbetslaget är betydelsefullt för de intervjuade lärarna.