COSERE | 9 Conclusion: Leaders/participants must collect and study data before jumping to conclusions. If you think you know exactly what someone is going to say or think, you are already near the top of the ladder (and you are probably wrong). Your embedded beliefs will pollute your inquiry. Hence, you must: • Be aware of their thinking and reasoning (reflection). • Make their reasoning visible to others. • Ask what others are thinking. Do they see things differently? How so? • Seek the truth behind the data? • Ask if everyone agrees on the data. • Make certain meaning and assumptions are based on the data? • Realise that meaning and assumptions are not reality. • Validate and cross-check assumptions with others. 1.3.Culture of collegiality in schools Collegiality can be understood as positive interpersonal relationships among teachers and a sign of an environment conducive to collaboration. Through increased interactions and interdependence, frequent collaborative actions among colleagues also reinforce positive relationships, strengthen trust, and support and enhance the overall school climate (Rutter, 2000). Thus, the definitions of collegiality are rather vague, but they agree that collegiality is based on the quality of interpersonal relationships between colleagues in schools, which provide the basis for a collaborative working environment (OECD, 2020). The research of TALIS suggests a characteristic of collegiality, which has been investigated (operationalised) using the claims: • The school has a culture of shared responsibility for school issues, • There is a collaborative school culture characterised by mutual support, • The school staff share a common set of beliefs about teaching and learning, • The school encourages staff to lead new initiatives, • Teachers can rely on each other (OECD, 2020). The concept of collegiality refers mainly to positive relationships in the team, creating suitable conditions for a wide range of forms of mutual support of teachers.
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