ABSTRACT Although the benefits of teacher collaboration have been touted, school administrators often struggle to foster productive collaboration at their sites. This study takes a deep dive into teachers’ interactions to understand how administrators’ efforts to engineer collaboration play out in teachers’ relationships. Analysis of qualitative interview and observation data with a social network lens provides a nuanced understanding of teachers’ formal and informal interactions at two schools. Findings make clear why leaders are unlikely to build effective collaborative cultures without noticing and building off of the relationships teachers have built within their existing contexts. Overly regulated meetings impacted both formal and informal relationships between teachers, and productive collaboration during formal meeting time could not be sustained in teachers’ informal networks when other structural obstacles intervened. Few teachers were able to overcome either of these constraints to engage in meaningful collaboration, although the efforts of some provide insight for promoting collaborative cultures. This study provides insights for how leaders might notice and capitalise on existing relationships as well as on sometimes unintended structures to support teachers’ join work.

中文翻译：

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追求共同的工作：管理者努力建立教师协作

摘要尽管吹捧教师合作的好处，但学校管理者经常在努力促进其场所的生产性合作。这项研究深入探讨了教师之间的互动，以了解管理员在进行协作方面的努力如何在教师关系中发挥作用。使用社交网络镜头对定性访谈和观察数据进行分析，可以对两所学校的教师的正式和非正式互动进行细微的了解。研究结果清楚地表明，为什么领导者在不注意并建立教师在现有环境中建立的关系的情况下，不太可能建立有效的协作文化。监管过度的会议影响了教师之间的正式和非正式关系，当其他结构性障碍介入时，教师非正式网络中将无法维持正式会议期间的有效合作。尽管有些教师的努力为促进协作文化的发展提供了见识，但很少有教师能够克服这两个限制而进行有意义的协作。这项研究提供了有关领导者如何注意和利用现有关系以及有时会使用意料之外的结构来支持教师加入工作的见解。