Teacher Collaboration in the Implementation of the “Grade (Team) Homeroom Teacher System”　An Examination of Current Practices

Abstract

This study examined the process and practice of implementing the “grade (team) homeroom teacher system” at Y Elementary School in Z City. Through interviews with teachers, this study analyzed the type of collaboration that emerged among teachers and the obstacles they encountered. The findings indicate that Y Elementary School became an organization where teacher involvement was enhanced by the introduction of the “grade (team) homeroom teacher system” compared to the traditional classroom teacher system. This change facilitated daily interactions among the teachers, transforming this group from one focused on homogeneity to one that actively acquires and shares the diverse knowledge of individual teachers, thereby fostering collaboration. Furthermore, it was found that the establishment of this collaboration positively impacted both the “improvement of support for children” and the “improvement of the work environment.” However, Y Elementary School faced three challenges in building collaborations, which varied depending on the teachers’ years of experience: (1) conceptual gaps, (2) lack of a clear process, and (3) time constraints. These three issues were also identified as factors contributing to the reduced effectiveness of child support.