Abstract
Purpose. The purpose of this study was to examine variables within the social organization of the school and to assess their relationship with teacher certainty about instructional practice and student achievement. Methodology. Two surveys were used to collect the data for this study. A stratified sample of fourteen Orange County elementary schools was identified that represented the highest and lowest socioeconomic levels in the county, and the highest and lowest relative achievement rankings on CAP testing. Four comparison groups were identified. Data analysis procedures allowed for a study of the relationships among the selected variables and a study of the similarities and differences between the comparison groups. Conclusions. (1) Teacher collaboration, performance feedback, teacher learning opportunities and goal setting/goal consensus were strongly related to teacher certainty about instructional practice within the school setting. (2) There was no statistically significant relationship between the studied social organizational variables and the schools relative achievement rankings on statewide testing. Recommendations. (1) Educational leaders should facilitate and support the development of collaborative structures within the school setting. (2) The impetus and focus of collaborative activities should be studied. (3) The patterns of collaboration in challenging educational settings should be studied. (4) Research is needed to define the role of instructional leaders who are working to build collaborative technical cultures within their schools.