Page 33 - Monograph201506

core condition for teacher learning and Additionally, measurements of the present
change. Genuine collaboration is also critical study were not from multiple sources, and
to ensure effective school functioning. the data were not collected through
Effective collective work help teachers come multiple strategies or at different time
to understandings across differences and work points. Instead, all measures were teacher
together to shape the environment in which perceptions collected through one?ff
they work and meet the targets of their online questionnaire survey. Admittedly,
professional learning (Ryan & Rottmann, 2009; longitudinal design is more rigorous at
Young, 2011). outlining trajectories of change, or dynamic
relationship over time. However, a
Limitations cross?ectional design with measures from
a single source suffices when the purpose is
This study has two notable limitations, though to identify relatively static relationships
measures have been taken for control and within a less complicated conceptual
compensation. framework. Such is the case in the current
study.
First, this study adopted a quantitative

cross?ectional survey design.

Cross?ectional design reflects only ?napshot??
nature of phenomenon. It suggests strength of

association but not causal inferences

concerning the relationships among the

variables (Goddard, Salloum, & Berebitsky,

2009, p. 300). To outline ?irectionality of the

relationships??that are postulated in this study,

theoretical propositions and empirical

evidence from previous research are

gathered to support. Therefore, the term

?ffects??in this study indicates causal

relationships.

27