Collaborative practice amongst staff members in primary schools : a case study of two government schools

Abstract

This dissertation aims to explore the level and extent to which collaborative practices are being carried out in primary state schools. The National Minimum Curriculum (1999) highlights the importance of co-operation and collaboration by stating that: "It is through discussion, exchange of ideas and collaboration with others that we clarify our thoughts, ... change and elaborate our concepts and gain exposure to different modes of thinking and action. " (NMC 1999, p. 35) Teacher collaboration and collegiality proves to be beneficial for the teaching profession and for the learning process. A triangulation method of research used throughout this dissertation, involved the study of two local government primary schools. Three research tools were used; questionnaires, observations and interviews to explore and analyse teachers' and administrations' perceptions regarding teacher collaboration. This study shows that most teachers and Heads of schools are recognising the benefits of teacher collaboration, and are implementing it in their schools. However, there are still several systematic obstacles such as time constraints, which need to be overcome in order to increase the level of collaboration amongst the teaching staff.