Investigation of the Relationship between Teachers' Professional Co-operation and Their Performance
Öğretmenlerin Mesleki İşbirliği ile Performansları Arasındaki İlişkinin İncelenmesi
Abstract views: 80
/ 
PDF downloads: 37
Keywords:
Collaboration, teacher, performance, attitudeAbstract
In this study, it is aimed to examine the relationships between teachers' attitudes towards professional co-operation and their performances and the differences according to different demographic variables. In addition, the main purpose of the study is to examine the effect of teachers' attitudes towards professional co-operation on performance. The study group of the research designed with relational survey model consists of teachers working in Istanbul province. As a result of the research; teachers' attitudes towards professional co-operation and their performances were above average. In addition, it was found that teachers' attitudes and performance perceptions towards professional co-operation did not vary according to male and female, married and single, and professional experience. On the other hand, it was concluded that the 22-30 age group perceived higher performance than the 31-40 age group and the 41+ age group. It was found that the postgraduate group was higher than the undergraduate group in performance perceptions, while attitudes towards professional collaboration did not change according to undergraduate and postgraduate. In addition, there was a significant and positive relationship between teachers' attitudes towards professional co-operation and general dimensions of performance. Finally, it was found that professional co-operation between teachers positively affected their performance.
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. CA: Learning Policy Institute.
DuFour, R., Eaker, R., & Dufour, R. (2005). On Common Ground: The Power of Professional Learning Communities. Bloomington: Solution Tree.
Dumay, X., Boonen, T., & Van Damme, J. (2013). Principal leadership long term indirect effects on learning growth in mathematics. Elem. School J. , 225–25.
Gebhardt, M., Schwab, S., Krammer, M., & Gegenfurtner, A. (2015). General and special education teachers’ perceptions of teamwork in inclusive classrooms at elementary and secondary schools. J. Educ. Res. , 129–146.
Gözcü, H. (2019). Spor Merkezi Yöneticilerinin Liderlik Tarzlarının Çalışan Performansı İle İlişkisi. Sakarya : Sakarya Uygulamalı Bilimler Üniversitesi Lisansüstü Eğitim Enstitüsü.
Halinen, I. (2015). What is Going on in Finland? – Curriculum Reform 2016. Finnish National Agency of Education.
Hattie, J. (2015). What Works Best in Education: The Politics of Collaborative Expertise. London: Pearson.
Johnson, B. (2003). Teacher collaboration: good for some, not so good for other. Educ. Stud., 337–350.
Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners’ science and English reading achievement. J. Res. Sci. Teach., 987–1011.
Mostafa, T., & Pál, J. (2018). Science teachers’ satisfaction: evidence from the PISA 2015 teacher survey. Paris: OECD Publishing.
Reeves, P., Pun, W., & Chung, K. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teach. Teach. Educ., 227–236.
Ronfeldt, M., Farmer, S. O., Kiel, M., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. Am. Educ. Res. J. , 475–514.
Svendsen, B. (2016). Teachers’ experience from a school-based collaborative teacher professional development programme: reported impact on professional development. Teach. Dev. , 313–328.
Şimşek, H., & Yıldırım, A. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics. Boston : Pearson.
Williams, M. L. (2010). Teacher collaboration as professional development in a large, suburban high school (Dissertation). Omaha: University of Nebraska.
Yılmaz, K., & Çelik, M. (2020). Öğretmenler arasında mesleki işbirliğine yönelik tutum ölçeğinin geliştirilmesi. Manas Sosyal Araştırmalar Dergisi,, 731-740.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Management and Educational Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
