ABSTRACT

The fact that benefits related to teacher collaboration are associated with characteristics of successful schools makes collaboration particularly relevant for school development processes. The goal of the present study was to identify patterns in perceptions of collaboration and compare them with regard to its perceived benefits, such as professional development, reduced workload, and improved student focus. Results based on cluster analysis, discriminant analysis, and analyses of variance revealed four collaboration patterns that also differed with regard to the benefits of collaboration perceived by teachers. Findings indicate that teachers apply forms of collaboration that are connected to a relatively small decrease in their own autonomy. Teachers who collaborate also perceive benefits, and teachers who feel pressurised by the principal to collaborate neither collaborate more nor perceive more benefits to collaboration. All findings are reviewed with a focus on school development processes, and recommendations for practice are offered.

摘要

与教师合作相关的好处与成功学校的特点有关的事实使合作特别与学校发展过程相关。本研究的目的是确定协作感知的模式，并将其与感知的收益进行比较，例如专业发展，减少工作量和提高学生的关注度。基于聚类分析，判别分析和方差分析的结果显示出四种协作模式，在教师感知的协作优势方面也有所不同。调查结果表明，教师采用的协作形式与自己的自主权下降相对较小有关。合作的老师也能从中受益，而那些感到被校长施加压力的老师既不会更多地协作，也不会感觉到更多的协作收益。审查所有调查结果，重点放在学校发展过程中，并提供实践建议。