Abstract:

This paper aims to identify the dimensionality of teacher collegiality amongst a sample of 482 (118 for pilot study and 364 for main study) Pakistani public secondary school teachers. The study intents to develop a teacher collegiality scale using exploratory and confirmatory factor analytic techniques. Exploratory factor analysis was conducted on a sample of 118 public secondary school teachers from six schools (three boys and three girls) in two major cities of Pakistan namely Karachi and Lahore. However, the scale was further validated using confirmatory factor analysis (CFA) on a new sample which consists of 364 public secondary school teachers from 17 (eight boys and nine girls) schools in the capital district of Islamabad, Pakistan. The scale was modified based on the CFA results. Reliability of the final construct was then determined using Cronbach’s alpha and inter-item correlations. Analysis showed that the 7-component model consisting of 32-items was appropriate for understanding teacher collegiality amongst Pakistani school teachers. The Teacher Collegiality Scale (TCS) measures seven dimensions/components of collegiality among secondary school teachers: Demonstrating Mutual Support and Trust (6-items); Observing one another Teaching (3-items); Joint Planning and Assessment (6-items); Sharing Ideas and Expertise (6-items); Teaching each other (4-items); Developing Curriculum together (4-items); and Sharing Resources (3-items). The reliability coefficients of TCS ranged from .71 to .85.

Keywords:

Teacher Collegiality, Secondary schools, Teachers, Pakistan.