Degree Date
5-4-2022
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Mark Parr
Abstract
Teacher collaboration is a complex and dynamic phenomenon that educational scholars have examined for four decades. This study argues for the expansion of leadership approaches that foster and sustain teacher collaboration, specifically during periods of crisis. Drawing on mixed-methods data collected in a Midwest public school district amidst the disconcerting ramifications of the COVID-19 pandemic, which had been impacting educational systems for just over two years, this dissertation also considers concurrent systemic crises, including racial and gender inequalities, civil unrest, political elections, ideological divides, economic instability, natural disasters, and gun violence.
The conceptual framework that guided this study reflected leadership approaches that influence three interconnected components of teacher collaboration: structure, culture, and emotion. Data from teacher surveys, interviews, and observations were analyzed using NVivo 12 software. Findings offer a nuanced understanding of teacher experiences with collaboration during an intense period of crisis. Teachers described a myriad of context-specific crises that affected their collaboration, most notably significant concerns about student learning and well- being, negative feedback and pressure from parents and community members, and the failure of a school district levy. Teachers reported a range of emotions associated with collaboration during this period of crisis. The most commonly reported emotions were belonging, compassion, and gratitude. Teachers also emphasized the need for increased time to collaborate and described opportunities for collaboration as an essential lifeline for instructional planning, problem-solving in response to student needs, and emotional support.
This study is significant because leadership approaches to teacher collaboration, especially during periods of crisis, directly impact teacher well-being, instructional practices, and teacher self-efficacy. Findings highlight the central role of emotion in teacher collaboration, reaffirm teachers’ commitment to collaboration, and underscore the need for collaborative structures that increase time and autonomy, especially during periods of crisis.