Leading the dance: The role of teacher collaboration and collegiality during sudden disruptions

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Abstract

Through the lens of social capital, this study examines the significance of collaboration among teachers and their perceived support from school leaders during the first phases of the COVID-19 pandemic. By thematically analyzing interviews with thirteen teachers in three Icelandic upper secondary schools, the findings show that teachers who were part of teacher communities or collegial relationships were more likely to get necessary support and cope with the sudden changes. The results imply that schools could better prepare for future disruptions by systematically promoting collaboration within the school and providing teachers with the foundation to establish and build collegial relationships.

Original languageEnglish
Article number104453
JournalTeaching and Teacher Education
Volume139
DOIs
Publication statusPublished - Mar 2024

Bibliographical note

Publisher Copyright:
© 2023 The Authors

Other keywords

  • COVID-19
  • Professional communities
  • Social capital
  • Teacher collaboration
  • Teacher collegiality

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