Teacher Collaboration in Fengtai District, Beijing of China

By Tang Keow Ngang.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The aims of this research is to study the perception of teachers on their agreement and implementation level of teacher collaboration practice in secondary and high schools in Fengtai district, Beijing of China. A total of 210 teachers was selected as respondents for this study. Researcher used survey questionnaire developed by Tang and See (2009) as an instrument to collect data. There are six dimensions under teacher collaboration practice namely creating energy in the classroom dimension, building capacity dimension, securing environment dimension, extending the vision dimension, meeting and minimizing crisis dimension, and seeking and charting improvement dimension. The findings showed that the level of agreement on teacher collaboration is at high level (mean=4.39; SD=0.36) whereas the level of implementation on teacher collaboration is slightly lower but yet still considered at high level (mean=4.10, SD=0.44). The agreement level in each teacher collaboration dimension is at high level range from mean value 4.28 to 4.50. However, the implementation level in each teacher collaboration is also high, range from 3.93 to 4.19. Next, the independent sample t-test showed that there is significant difference between the agreement level and the implementation level on teacher collaboration practice (t=7.594, p<0.01). Finally, the independent sample t-test showed that there is a significant difference between secondary school teachers and high school teachers while implementing teacher collaboration practice. This would directly help to promote higher level of teacher collaboration practice in secondary schools and high schools in Fengtai district, Beijing of China.

Keywords: Teacher Collaboration, Secondary School, High School

The International Journal of Learning, Volume 18, Issue 6, pp.315-326. Article: Print (Spiral Bound). Article: Electronic (PDF File; 796.392KB).

Dr. Tang Keow Ngang

Associate Professor, School of Educational Studies, University of Science Malaysia, Minden, Penang, Malaysia

Tang Keow Ngang is an associate professor in School of Educational Studies, Universiti Sains Malaysia. She has a B.Ed (Hons) in Malay Language and Commerce, a M.Ed and Ph.D in the fields of Educational Administration and Management. All the three degree, she obtained from Universiti Putra Malaysia, Malaysia. Earlier she worked in Primary and Secondary Schools for seven and five years respectively. She has been awarded as an ASIA Fellows of the Asian Scholarship Foundation (ASF), an organization funded by a grant from the Ford Foundation. She has published a number of research papers and articles in national and international journals, and produced a few research monographs and reports. Her research interests revolve around teacher leadership and collaborative management. She has been research leader on three USM short term grants and one university research grant and also co-researchers in several research grants funded by Universiti Sains Malaysia, Centre of Malaysian Chinese Studies, Penang State Government Economic Planning Unit, Motorola company, Ministry of Rural and Regional Development and Department of National Unity and Interaction.


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