Abstract:
This study describes the development of a teacher collegiality scale for use in research on school improvement and the professional development of teachers. The concept of teacher collegiality has been well defined by past research in terms of a collection of helping and sharing interactions about teaching and curriculum matters. Previous methodologies for examining collegiality have included case studies, observation, teacher logs and self-reporting. These provided limited estimates of levels of collegiality and restricted the application of higher-order quantitative analysis of relationships between collegiality and other measures available from schools and teachers.
Qualitative material from previous studies was used as the basis for developing a pool of 77 Likert-type items. A sample of 114 primary teachers described the frequency of their use of each behaviour listed. Data was analysed using a Rasch partial credit model and resulted in a 25-item Teacher Collegiality scale. The scale arranges behaviours in a developmental sequence. The pattern of teacher responses on the scale holds implications for teachers and professional development consultants who include coaching in their programs.
Qualitative material from previous studies was used as the basis for developing a pool of 77 Likert-type items. A sample of 114 primary teachers described the frequency of their use of each behaviour listed. Data was analysed using a Rasch partial credit model and resulted in a 25-item Teacher Collegiality scale. The scale arranges behaviours in a developmental sequence. The pattern of teacher responses on the scale holds implications for teachers and professional development consultants who include coaching in their programs.