A case study investigating collaborative working environments at the secondary level and the influence on student achievement

Abstract

This case study examined the positive influence a collaborative work environment has on improving student achievement. Research identified ways administrators, department leaders, and teachers work together in order to enhance student learning. For the purpose of this case study, data was gathered using a mixed methods approach investigating a collaborative work environment. The theoretical framework of transformational leadership was interlaced into this study to explore the three research questions on collaboration. Transformational leadership is inspiring and motivating people to work together towards a shared vision to create positive change. This leadership style improves collaboration among colleagues, instructional strategies in the classroom, and school culture. Two high schools and two middle schools in a rural school district in Idaho were used to examine the relationship between a collaborative work environment and student achievement. Student achievement scores from end-of-course assessments (EOC) in algebra were collected and analyzed from 2013-2014. The assessment provided data on student achievement and specific concepts students have mastered. Eleven algebra teachers participated in a self and team survey on collaborative leadership. Data collected from the EOC and survey explored the relationship of student growth and collaborative leadership from 2013-2014. Five lead teachers were interviewed on the collaboration process within the school district and their individual schools. Participants selected for this study were experts within the classroom and the collaboration which takes place during the academic year. This research study illustrates the relationship of collaborative leadership and the influence on student learning in the classroom. The results from the independent t-test indicate there is not a statistical difference between end-of-course exam scores for low- and high-collaboration subjects. Themes from the semi-structured interviews found teachers benefit from the additional in-service days the district provides. The additional time given to the teachers allows them to work together and improve the curriculum and instructional strategies in order to raise student achievement.