One for all, all for one? A study regarding collegial efficacy as a means to support English teachers in their teaching

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One for all, all for one? A study regarding collegial efficacy as a means to support English teachers in their teaching

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Publication 2-year master student thesis
Title One for all, all for one? A study regarding collegial efficacy as a means to support English teachers in their teaching
Author Andersson, Emil ; Olsson, Jimmy
Date 2019
English abstract
This study sets out to explore English teachers’ perceptions of aspects concerning their workplace and collegial collaborations. At the present time in Sweden, there is a need for new qualified teachers, and furthermore, a considerable amount of the current teachers employed are considering resignation. This has resulted in that many unlicensed teachers, who are not properly qualified, have been hired. In some schools, this has caused competence development to stagnate, having teachers rely more on getting through their work-days rather than to develop the quality of their teaching. Furthermore, reports have surfaced that reveal heightened stress levels, and workload to be causing more sick leave and burnout. However, a concept called collective efficacy, have been found to counter many of these issues. By prioritizing collective collaboration and efforts that are well structured and supported by the school leadership, personnel have been shown to improve in both efficacy and well-being. This is why we wanted to examine what perceptions English teachers had of their current workplace situation, communication, opportunities for collegial exchanges, supportive measures and competence development in regard to teaching English. The study was conducted using a mixed methods approach. We gathered data through a questionnaire with 34 respondents, and through semi-structured interviews with two English teachers. A majority of the teachers in the study were positive to the perception that they collectively could improve student results. They were also positive to the benefits of collegial exchanges. However, time is frequently identified as the leading factor as to why they can not, under ruling circumstances, incorporate more structured collegial exchanges. This implies that schools and school leadership would need to dedicate both time and to structure formal and functioning meetings for these collegial exchanges at their schools - should they chose an approach such as this.
Publisher Malmö universitet/Lärande och samhälle
Language eng (iso)
Subject collegial efficacy
english as a foreign language
EFL
ESL
Teacher perspective
CTE
workplace situation
workplace communication
collegial exchanges
supportive measures
competence development
Handle http://hdl.handle.net/2043/28617 Permalink to this page
Link to publication in DiVA Find this research publication in DiVA.
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