The relationship between teacher collaboration and communication climate in elementary schools
Abstract
The purpose of this study was to examine the relationship between teacher collaboration and communication climate in elementary schools and its subsequent impact on the learning organization. Four research questions were posed to determine the relationship between collaboration and climate in schools. ^ This study was significant because it examined characteristics felt to be essential in creating and maintaining a positive learning climate. Collaboration between teachers and among teachers and principals is one of the most powerful methods used to create positive learning climates. ^ One hundred eighty-five teachers and 16 principals provided the data for this study. The Organizational Communication Climate Survey, School as a Workplace, and a demographic survey were used to gather data needed for the four research questions posed. ^ Analyses for the six subdimensions determining the strength and directions between teacher collaboration and communication climate, produced statistically significant correlations with the exception of frequency of collaboration and perceptions of spontaneity vs. strategy. This correlation was not statistically significant indicating no relationship between the two variables. The significant relationship between years at present school with years in education resulted in one statistically significant difference, perceptions of school changes, indicating that participants' perceptions of communication climate did not differ by their experiences in education. Principals and teachers differed in their perceptions of collaboration and communication climate. Teacher involvement and peer interaction produced a statistically significant difference between teachers and principals with principals tending to have more positive perceptions than teachers. ^ Based on this research, the professional experiences of principals and teachers could not be used to predict the organizational communication climate of schools. What the research does indicate is the positive strength and direction of teacher involvement, extent of teacher involvement, peer interaction, respect and support, and teacher influences in creating and maintaining a positive communication climate. ^
Subject Area
Education, Administration|Education, Elementary
Recommended Citation
Johnnye Goins Summerville,
"The relationship between teacher collaboration and communication climate in elementary schools"
(January 1, 2000).
ETD Collection for Wayne State University.
Paper AAI9966178.
http://digitalcommons.wayne.edu/dissertations/AAI9966178