The role and function of department chairpersons in the collegial peer coaching environment
Naylor, James Michael
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Permalink
https://hdl.handle.net/2142/23659
Description
Title
The role and function of department chairpersons in the collegial peer coaching environment
Author(s)
Naylor, James Michael
Issue Date
1991
Doctoral Committee Chair(s)
Prestine, Nona A.
Department of Study
Education, Administration
Education, Secondary
Education, Curriculum and Instruction
Discipline
Education, Administration
Education, Secondary
Education, Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Secondary
Education, Curriculum and Instruction
Language
eng
Abstract
This research was designed and conducted to study the role and function of the secondary school department chairperson in a collegial peer coaching environment. Specifically, the study focused on the relationships between instructional staff and chairperson, chairpersons instructional leadership, the teaching practices of chairperson, and valuing, focusing, and modeling of collegial peer coaching by chairpersons.
A case study research design was used that relied both on quantitative and qualitative methods and data. The study is a combination of a descriptive and an evaluative case study.
The setting for the case was Consolidated High School District 230 (CHSD 230) in south suburban Cook County, Illinois. The district is composed of three large suburban high schools. Data for the study was gathered from a 48-item, Likert-type questionnaire administrated to CHSD 230 department chairpersons, interviews of selected chairpersons, faculty focus groups and secondary data analysis. Focus groups were facilitated by someone other than the researcher, who serves a principal of one of the three high schools.
A number of the teacher interaction variables that were investigated were those identified by Little (1982), in her classic research, as prevalent in schools with positive collegial relationships. This study tended to support some of her interaction variables like enhanced feeling of unity and commonality among staff, and the likelihood of staff trying something new. However, some of Little's variables such as a decrease in staff complaints about parents and students were not supported.
Perhaps the strongest conclusion that can be drawn from this study is that collegial relationships have improved between teachers across departments and between teachers and administrators, specifically department chairpersons as a result of the collegial peer coaching interaction in CHSD 230.
It is evident that if enhanced collegial relationships are a goal, then the model of collegial peer coaching as advocated by Robert Garmston seems to foster that end. There is still a need to investigate the process of peer coaching as it compares to the traditional supervisor evaluation system to determine which holds the greatest potential to increase student achievement.
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