Collaboration has become closely linked with school improvement. Literature identifies elements which contribute to successful collaboration. This study identifies some of these elements. The study focus is collaboration of senior leaders in primary schools in a Midland’s LA. It identifies senior leaders’ understanding of collaboration and how the collaborative process is developed in contributing schools. The study is largely qualitative and based on the perceptions of primary school leaders. The methodology is that of survey, within this two methods were used to gather data – questionnaire and semi-structured interviews. The questionnaire was designed to identify themes relating to collaboration which were then developed using semi-structured interviews to provide additional data and clarify specific areas relating to senior leaders’ perceptions and understanding of collaboration and their approach to collaborative working in primary schools. The findings show collaboration is perceived to be important to school improvement although the majority of contributors in this study have a ‘top-down’ approach. The study identifies if collaboration is to be successful there may be a need for reflection to be built into the collaborative process presenting a potential model for discussion on how reflection could be included in the collaborative process in primary schools. The study contributes to existing knowledge of collaboration of senior leaders in primary schools presenting a tentative ladder, based on literature and findings in this study, for different stages of collaboration moving forward from little or no collaboration to achieving successful effective equal collaboration, identifying how collaboration may be further developed in primary schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:556934 |
| Date | January 2012 |
| Creators | Cemm, Lorraine A. F. |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3611/ |
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