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A Study on Collaboration Relationship between Teacher Librarian and Subject Teacher in Elementary School: from Teacher Librarian’s Perspective
It’s been five years after the implementation of teacher librarian in elementary schools in Taiwan. The important mission of this implementation is to promote library instruction and to integrate educational resources into courses by collaborating with subject teacher. This study attempts to understand the relationship between teacher librarian and subject teacher, to explore their collaboration situation and factors influencing their collaboration. In this study, primary research method is questionnaire survey and then secondary research method is focus group. The program of Teacher librarian to Promote Reading started in 2009. Up to 2014, there were total of 308 elementary schools participating in this program. The target group of this study consisted of these 308 teacher librarians. Results were summarized as follows: First, teacher librarian develops relationship with subject teacher by taking the initiative. The most collaborated subject was found to be Chinese literature. Second, teacher librarian and subject teacher had low-end collaboration by comparison. Third, administrative teacher librarian perform integrated instruction better than subject teacher librarian. Fourth, school participating in teacher librarian program for one to two years performs traditional role of teacher librarian facet is better than the school participating in teacher librarian program less one year. Fifth, collaboration is better achieved among peers sharing the same philosophy and goals and showing mutual respect and trust. Teacher librarian who hold a positive work attitude and have support from supervisors in school can also lead to better collaboration with subject teacher. Six, larger school size, lower recognition of the role of teacher librarian by subject teacher can hinder their collaboration. Lastly, there are three difficulties and problems in collaboration relationship between teacher librarian and subject teacher, including course reduction, budget cut and the role orientation of teacher librarian. Based on the results of this study, there are several suggestions. First, to facilitate collaboration between subject teacher and teacher librarian, a professional learning community can be built. Next, the role of the teacher librarian needs to be more recognized and understood by subject teacher, in order to promote opportunities of collaboration and professional development. Lastly, for the ministry of education, adjusting allocation of financial need based on school size and human resources as well as professional position for teacher librarian is needed. Future research can explore the high-end collaboration school by interview and conduct research from subject teacher’s point of view then compare with teacher librarians’ perspectives.
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