An Exploration of Teacher and Staff Collaboration during Elementary School Action Teams

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dc.contributor.advisorGregory, Kristen H
dc.contributor.authorIngram, Heather
dc.date.accessioned2020-06-24T01:17:37Z
dc.date.available2020-06-24T01:17:37Z
dc.date.created5/1/2020
dc.date.issued2020-06-22
dc.degree.departmentCollege of Education
dc.degree.disciplineElementary Education and Middle Grades Education
dc.degree.grantorEast Carolina University
dc.degree.levelMA
dc.degree.nameMasters of Art in Elementary Education
dc.description.abstractTeacher collaboration has become an essential component of an elementary school. Student achievement, content area and pedagogy, and school relationships are some benefits that result from teacher collaboration. Five action teams (Staff Morale/Sunshine, Student Leadership, Technology, PBIS, and Clubs) are used at Stephens Elementary School to collaborate and accomplish goals for the school. This mixed methods study used a non-experimental descriptive design and examined the perspectives of 24 elementary teachers and staff regarding collaboration in their respective action teams. Quantitative and qualitative data were collected from an online survey and analyzed using descriptive statistical analysis, a priori coding, and open coding. Analysis revealed themes of perceptions on collaboration in action teams, benefits of collaboration, barriers to collaboration, and suggestions for future collaboration. Findings from this study revealed implications for administrators and participants regarding action teams.
dc.identifier.urihttp://hdl.handle.net/10342/8582
dc.publisherEast Carolina University
dc.subject.lcshElementary school teachers--Professional relationships
dc.subject.lcshAcademic achievement
dc.titleAn Exploration of Teacher and Staff Collaboration during Elementary School Action Teams
dc.typeMaster's Thesis

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Master's Theses
Elementary Education and Middle Grades Education