This study served two purposes. First, it provided a
synthesis of the literature relating teacher collaboration to
teaching-learning outcomes. Second, it investigated empirically
the existence of links posited in the literature reviewed.
From the literature a conceptual framework was synthesized
regarding the postulated relationships, with respect to teacher
collaboration, between and among: (1) teacher trust for the
teaching partner, (2) the teaching partner's supervisory beliefs,
(3) teacher efficacy, (4) teacher reflection, (5) teacher
classroom behaviour, (6) pupil achievement, (7) pupil attitudes,
and (8) pupil behaviour. The general question under investigation
was: "What is the relationship between teacher participation in a
teacher collaboration programme and teaching-learning outcomes?
To test the aptness of the model, data for each of the eight
variables listed above were collected at the beginning and at the
end of the 1991/92 school year from four collaboration groups and
one non-collaboration group. The five groups represented the
following teacher collaboration strategies: (1) collaborative
consultation, (2) collaborative consultation in a team teaching
environment, (3) collaborative consultation without direct
classroom observation by the teaching partner, (4) collegial
consultation without direct classroom observation by the teaching
partner, and (5) teachers who did not work with a teaching
partner. The groups self-selected from two School Districts in
the Lower Mainland of British Columbia. A total of 30 teachers
and 476 pupils formed the sample for the study.
The data were analyzed using two multivariate techniques,
namely: (1) Multivariate Analysis of Variance (MANOVA), and (2)
Canonical Analysis (CA). Analysis of the evidence collected using
MANOVA suggests that teacher participation in various
collaboration programs is associated with differing teaching-learning
outcomes. Analysis of the ungrouped data using CA
suggests the existence of positive relationships between general
teacher efficacy, teacher behaviours, and pupil attitudes and
behaviours.
It was concluded that the results are potentially useful in
two ways. First, the results may further the development of
theory in the area of collaborative consultation in particular
and teacher collaboration in general. Second, if used cautiously,
the results are practically useful for teachers and
administrators who may want to put a programme of collaborative
consultation into place. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/6886 |
| Date | 05 1900 |
| Creators | da Costa, JoseĢ Laranjo |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 23691344 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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