Collegiality as a Strategy for Teacher Professional development; Teacher Narratives

Abstract

The study entitled Collegiality as a Strategy for Teacher Professional Development: Teacher Narratives aims to explore the perceptions of English language teachers regarding the role of collegiality in their professional development, identify and analyze the strategies/practices that English language teachers adopt to foster and enhan cecollegiality in classroom,and suggest the applicable pedagogical implications of collegial practices for classroom teaching and for the professional development. The study employed a qualitative methodology, specifically using narrative inquiry asits research framework. Data were gathered by usingin-depthinter views with three secondary level English language teachers who teach indifferent schools of Itahari Sub-Metropolitan City, Sunsari. The target population included all secondary level English language teachers teaching in public schools. The participants for the interview were purposively selected.The interviews were undertaken with them at individual basis. Theirinter views were audio recorded and the main ideas they communicated were written in the field note.Then the interviews and field notes were transcribed, coded, categorized, and made thematic analysis. Findings were organized into three key areas: teachers' perceptions oncollegiality as a strategy for Teacher Professional Development (TPD), their collegial practices, and the pedagogical implications of collegiality in TPD. Results indicated that the teachers regarded collegiality as an effective means for enhancing confidence and individual empowerment, as well as a valuable resource for research, writing, and community building.The study also highlighted the role of collegiality in fostering peer relationships and it nsapplication in participatory action research, ultimately contributing to improve student learning. It prepares teachers toengage students in formative assessment.It was ascertained that collegiality can be utilized to enhance collaborati veandinnovative teaching and problem-solving efforts, promote a supportive school environment for TPD, and create aculture of trust, respect, and collective accountability within professional learning communities. This research is structured into five chapters. The initial chapter, known as the introduction, encompasses the background of the study, statement of the problem, objectives,research questions, significance, delimitations, and operational definitions of key terms. The subsequent chapter focuses on reviewing theoretical and empirical literature, as well asdis cussing its implications. Additionally, it presents the conceptual framework. The third chapter is dedicated to the methodology, covering the study's design, population, sample,research tools, data sources, collection and analysis procedures, and ethical considerations.Moving on, the fourth chapter involves the analysis and interpretation of data. Lastly, the fifth chapter presents the findings, conclusions, and recommendations derived from this study.