In collaborative settings, teachers demonstrate innovative leadership, strive toward the same common objectives

In collaborative settings, teachers demonstrate innovative leadership, strive toward the same common objectives

In collaborative settings, teachers demonstrate innovative leadership, strive toward the same common objectives, and assume accountability for the achievement of all students. But stressed-out and overworked instructors are more likely to isolate themselves in their own classrooms than collaborate with their peers to reverse the slide. Not all forms of teacher cooperation are equally successful, as some range from unsuccessful ones like the sharing of anecdotes to more successful ones like teamwork to identify and resolve real-world practice problems (Hargreaves & O’Connor, 2018). When creating a collaborative culture, a school leader must employ strategies that promote collaboration while preserving the autonomy of teachers in their classrooms. As evidence of the significance of leadership in creating collaborative cultures in top-down reform contexts, teachers were often supportive of reforms they initiated themselves but severely critical of those imposed from above (Hargreaves, 2019). Teachers who work in institutions with strong cultures of collaboration exhibit distinct behavior from those who rely on to set the working environment for them.

References

Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations, and effects. Teachers and Teaching, 25(5), 603-621.

Hargreaves, A., & O’Connor, M. T. (2018). Solidarity with solidity: The case for collaborative

professionalism. Phi Delta Kappan, 100(1), 20-24

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