Impact of reciprocal peer observation on teacher collaboration perceptions

Abstract

This study aims to assess the effectiveness of recipro-cal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically designed and validated for this purpose, using exploratory factor analysis and confirmatory factor analysis. The study employed a longitudinal observational design, with 400 teachers in a pre/post-test study. The impact of RPO was examined on three dimensions related to professional collaboration: collaborative school culture, collective agency and teachers' attitudes towards collaboration. The results revealed that par-ticipants' perceptions of collaboration improved sig-nificantly after the implementation of RPO. The study confirms the utility of RPO as a professional col-laborative practice that can foster changes in teach-ers' perceptions of the collaborative school culture, teachers' sense of collective agency and teachers' preference for collaboration over individual work. The study concludes with a discussion of its educational implications.