Premium
Teacher preferences for collaborative relationships: Relationship to efficacy for teaching in prevention‐related domains
Author(s) -
Morrison Gale M.,
Wakefield Phylis,
Walker Dorlene,
Solberg Scott
Publication year - 1994
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199407)31:3<221::aid-pits2310310307>3.0.co;2-e
Subject(s) - psychology , preference , variety (cybernetics) , medical education , mathematics education , medicine , artificial intelligence , computer science , economics , microeconomics
Recent movements in educational reform call for increased collaborative activities among school personnel. The present study examines student and practicing teacher preferences for modes of working on a variety of student‐related concerns and relationships with personal and general efficacy for teaching in prevention‐related areas. Elementary and secondary student teachers and practicing teachers were asked to rate their preference for working on student academic, behavioral, and self‐esteem problems. The range of working preferences included working with other professionals (collaborative), letting other professionals handle the problem (expert), and working alone. These working preferences were found to vary according to teacher level of experience and grade level of teaching. Significant relationships were found between collaborative work preferences and personal teaching efficacy.