A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development
Open Access
- Author:
- Martin, Rachel J
- Graduate Program:
- Educational Leadership
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- May 22, 2015
- Committee Members:
- James F Nolan Jr., Dissertation Advisor/Co-Advisor
William Hartman, Committee Chair/Co-Chair
Nona Ann Prestine, Committee Member
Roger C Shouse, Committee Member
Bernard Joel Badiali, Special Member - Keywords:
- Collaboration
professional development
teachers' perceptions - Abstract:
- Abstract Only a few studies have questioned teachers’ perceptions of collaborative professional development work at the elementary level; however there is considerable literature on collaborative teams as a means for professional development. Professional development programs are often diverse in philosophy, each with their own advantages and disadvantages, however the research on high quality professional development seems to support collaboration. The purpose of this study was to examine elementary teachers’ perceptions of collaborative professional development teams. Capturing teachers’ perspectives on collaborative practices could potentially provide insight to administrators when creating professional development opportunities for teachers. Are collaborative teams seen (1) as a mechanism for promoting teacher growth, (2) a way to improve their own practice, and (3) a way to improve the practice of their team? In addition, does the principals’ control of these collaborative teams (4) have any influence on the teachers’ perceived value of these teams, and (5) are the perceptions of the teachers and principals comparable in regards to collaborative professional development teams? The study included five elementary schools in a large urban district where there was a strong commitment to professional development. Two of the five schools participated in face-to- face interviews for in-depth conversations and data collection. Teachers and principals were a part of this case study. Through data analysis, the participants reported that collaborative teams were a positive means for professional development as they perceived it. The professional development teams were perceived by teachers as being more successful when: 1) there were opportunities to share in vertical teams, 2) there were structures and adequate time was provided, 3) there was a safe environment, 4) there was trust in colleagues, 5) the work was connected to the goals of the school, and 6) they saw student work improving as a result of their collaborative efforts. In addition, the data revealed that the amount of control that the principal has in creating the collaborative teams does not appear to negatively impact teachers’ perceptions of the positive benefits of practice. When teachers felt that their work was purposeful and focused on school goals they were more willing to work in any team configuration that they were assigned to, as this helped them to grow professionally.