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