Mapping teacher collaboration for school success

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2021-05-13 DOI:10.1080/09243453.2021.1925700

Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández, J. Fernández-Batanero

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引用次数: 10

Abstract

ABSTRACT Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.

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绘制教师合作促进学校成功的地图

教师之间的协作支持对学校的成功至关重要。沟通、开放和参与是创造信任氛围的关键。建立在信任基础上的专业关系有助于学校共同愿景的发展。然而，建立一个合作的氛围是具有挑战性的。我们进行了一次系统的检讨，以确定促进员工合作的策略，以期改善学校。基于系统评价的首选报告项目和元分析(PRISMA)声明指南，我们选择了18篇文章，重点介绍了在学校建立协作环境的不同方法。主要的发现是，最广泛使用的合作模式与教学过程和提高学生的学习成绩有关。阻碍合作学校文化建立的因素与教师不愿分享和交流实践、缺乏参与和教师培训有关。教育领导者也被认为在发展合作环境和有效的领导授权方面发挥了关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform