Comparative study in teachers collegiality

Abstract

This is a quantitative study supported by quantitative data gathered from 115 teachers in three State, two Church and two Independent Schools. Participants' views of collegiality are measured by a ten item questionnaire, six teacher interviews and three staff meetings. The problem investigated explores whether the above mentioned Primary schools foster different levels of collegial interactions, in which teachers share beliefs, ideas and intentions with respect to their teaching. Three headteachers were interviewed in order to examine whether they encourage teacher-teacher and headteacher - teacher collegial interactions. Major findings suggest that for State school teachers collegiality is a rather more radical than conventional approach to school improvement, for it involves challenges to deep-rooted norms of independence and isolation which exist in these State schools. The lack of available or affordable time was uniformly reported by the seven schools in this study as the most significant obstacle to collegiality. Finally, this study provides some recommendations for professional collegial growth.