Effects of Peer Praise Notes on Teachers' Perceptions of School Community and Collegiality

Successful schools acknowledge that collective responsibility for student learning occurs when strong teacher relationships and collegiality are present, but few school interventions are aimed at improving outcomes for teachers. In this study a nonequivalent wait-list control group design was used t...

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Bibliographic Details
Published in:American secondary education 2013-07, Vol.41 (3), p.62-77
Main Authors: Nelson, Julie A. Peterson, Caldarella, Paul, Adams, Michael Brandon, Shatzer, Ryan H.
Format: Article
Language:English
Subjects:
Behavior
Collaboration
Collegiality
Communities of Practice
Community
Control Groups
Cooperative learning
Educational Environment
Educational Facilities Improvement
Effect Size
Factor Analysis
Interpersonal Communication
Intervention
Junior High Schools
Learning Strategies
Letters (Correspondence)
Outcomes of Education
Positive Reinforcement
Professional relationships
Questionnaires
R&D
Research & development
Scores
Secondary School Teachers
Secondary schools
Studies
Surveys
Teacher Attitudes
Teacher Collaboration
Teachers
Teaching
Teaching Conditions
Teaching Methods
United States (West)
Validity
Work Environment
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Summary:Successful schools acknowledge that collective responsibility for student learning occurs when strong teacher relationships and collegiality are present, but few school interventions are aimed at improving outcomes for teachers. In this study a nonequivalent wait-list control group design was used to test the effects of teacher-to-teacher written praise notes on junior high school teachers' perceptions of school community and collegiality Participants completed the School Community Survey (SCS), a measure of collaborative interactions within a community of teachers. Results showed a statistically significant difference between treatment and control conditions, with moderate effect sizes: SCS scores improved following the praise note intervention. Teacher ratings of social validity were also high. Implications for secondary schools are addressed.
ISSN:0003-1003
2326-9618