Inter and Intrapersonal skills for Collaboration in Education: Literature Review

21 minutes

Abstract #

The current trend in schools is for inclusive classrooms that lead to collaborative teaching methods. It is vital that teachers have the intra and interpersonal skills necessary to collaborate. The Interstate Teacher Assessment and Support Consortium and the National Board for Professional Teaching Standards both have direct standards relations to communication and collaboration. Diversity is ever apparent in the classroom and as such both family and social collaboration are necessary for an equitable education environment. Educators also need to critically look for systemic changes to reduce inequality, particularly for marginalized students. Inclusive classrooms require collaboration with both students and colleagues. Students benefit as active participants in learning. Skills identified as high need for these situations are time management, confidence in content knowledge, conflict resolution, empathy and, most importantly, self-efficacy. One other reason for intra and interpersonal skills is to prevent teacher burnout. Skills to benefit social collaborations such as flexibility, responsibility division and moral boosting lead to teachers staying in their jobs longer. Additionally, self-assessment helps identify places where teachers can improve their intra and interpersonal skills.

Keywords
Interpersonal and Intrapersonal Skills, Collaboration, Education Standards, Equity, Diversity, Neurodiverse, Special Education, Self-efficacy, Softskills, Emotional Intelligence, Teacher Burnout

Introduction #

Educational trends over the past years have led to an increasingly more collaborative atmosphere. No longer are teachers independently teaching in one room schoolhouses with complete control over their methods. Due to these changes teachers need to develop skills necessary to work in a collaborative environment (Bettini, 2022). Special Education teachers particularly find themselves in a unique position to work with many varied individuals to foster a positive learning environment.

Schools have become very interdependent, and because of this teachers need to be able to work with educators in all areas of the schools. Special Education teachers will be expected to co-teach with general education teachers, collaborate on effective methods with paraeducators, consult with counselors, accommodate therapists, and communicate with parents all for the student’s benefit. This will also include working with the administration and school district. Students have a full educational village to raise them up. The only way teachers will be successful in this grand scale collaboration is if they master intra and interpersonal skills.

This collaborative atmosphere is vital to teacher retention. Teachers frequently leave the profession in the first 5 years of working. Special education teachers are hit the hardest with as many as 50% leaving the work (Kelly, 2023). Collaboration skills lead to sharing the workload, physical, mental, and emotional. Shared workloads mean less stress and a feeling ofappreciation. Intra and interpersonal skills are the backbone of collaboration and will improve teacher retention.

One of the driving factors behind the necessary collaborative atmosphere is the introduction of inclusionary teaching (Fernandes, 2021). Just as our communities are diverse and do not isolate individuals by ability, race, gender, or socio-economic status, we cannot continue to separate students with exceptional needs in the classroom. Students need to be placed in their least restrictive environments to thrive. These inclusionary methods necessitate collaborative teaching styles. Teachers need intra and interpersonal skills to be able to coordinate with each other to meet the students’ evolving needs.

Teaching Standards #

Yeong Jong Tan stated that, “Teaching is an inherently social activity (p. 429, 2019).” Every part of the education process involves collaboration. The skills needed for successful collaboration fall into two main categories. Interpersonal skills cover everything needed for communication to work between two or more people. Intrapersonal skills are for self-communication, covering everything that goes on inside your own mind. Both Intra and Interpersonal skills can be referred to as soft skills.

It is important to understand why inter and intrapersonal skills are necessary in the first place. Soft skills are the backbone of communication and an essential part of an educator’s role. Communication is such an important part of the job that there are multiple standards around it. The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core teaching standards list communication in 9 out of 10 of the standards. 7 of the standards cover communication with family and 5 connote the importance of collaborating with other educators and professionals. InTASC standards are designed to guide teachers, and such an emphasis on communication is there for a reason.

InTASC is not the only set of standards regarding communication. The National Board for Professional Teaching Standards (NBPTS) also has multiple sections referring to the importance of communication. These standards really focus on how relationships with families and professionals need to be “open, respectful and reciprocal” to create trust. Collaborating with families is “strong expectation for teachers (Buchanan, 2017)” and interpersonal skills greatly improve this dynamic.

Diversity #

These education standards help address our diverse population. Our society is diverse language, culture, religion, and many other aspects of life. Historically society has marginalized dual language speakers, people of color, low-income earners, neurodiverse students, and members of the LGBTQ+ community (Guzman, 2016). Currently there is a disproportionate number of students of color (Irvine, 2012) and dual language learners (Gomez-Najarro, 2020) in special education programs. Because of the stigma associated with special education, parents worried about their children being trapped and unable to exit the programs (Irvine, 2012). Teachers have a duty to advocate with families, especially families that fall into diverse categories are not familiar with the systems, to help navigate through the bureaucracy (Sears, 2021).

Community Collaboration #

Practices to overcome this systemic bias are three-fold. The first one is for teachers to improve interpersonal skills related to the community in which they work, particularly including communication with families. Open, respectful communication leads to trust between educators and families. Learning about the community reduces cultural misunderstandings. For example, shouting out answers may be seen as disruptive in some cultures, however teachers need flexibility and understanding that this is not the case for all cultures (Irvine, 2012). Cultural sensitivity is important for these communications. Specific words matter and it is important to be cognizant of the meanings behind words use when collaborating (Guzman, 2016).

Family Collaboration #

Teachers need to have initiative for keeping families informed about student’s academic progress. Teacher communication with families enhances diverse students’ learning (Irvine, 2012). Families are a child’s first advocate and have unique perspective about the student’s needs (Sears, 2021). A shared commitment to the child’s development and respecting the family’s knowledge base builds trust (Buchanan, 2017). Family involvement is so important forthe exceptional needs students that there was a supreme court case about it in 2017. It was ruled that parents must have “meaningful opportunities to participate in the education of their children” (20 U.S.C. § 1400[c][5][B]). Strong collaboration with families relies upon open and honest lines of communication with the student’s educational team (Sears, 2021).

Trust is not always easy to establish with families, particularly if they have had negative experiences in the past (Irvine, 2012). One way to create long-lasting relationships is to begin with positive interactions, for example talking about some of the remarkable things a child does (Sears, 2021) or collaborating around a non-problematic issue (Buchanan, 2017). A positive mindset and receptiveness to family suggestions also go a long way in generating trust. This will enable families to feel empowered during a student’s individualized education program meeting. Successful collaboration can increase student success.

Systemic Collaboration #

The second part to navigating diversity in education is to create formal processes that discourage bias. This requires a completely different skill set when working with others. While working with families requires empathy, receptiveness, and flexibility, working for systemic change requires commitment, self-assessment, and advocacy. One problem education encounters is limited resources. Some schools have a financial incentive to place students of color into special education programs (Irvine, 2012). Teachers need to implement culturally responsive assessments to counter this.

Approaches such as the Response to Intervention can serve as a more equitable way to refer students into a special education program (Gomez-Najarro, 2020). This program has general education and special education teachers work together in assessing whether a student qualifies for exceptional education services. This allows for student observations to take priority over general assessments. It does rely on teachers using their judgment and interpersonal skills for decision making. However, with multiple people involved in the process, each with unique backgrounds and skills, it can help alleviate some inherent bias.

Inclusive Education #

Inclusive education is one way to reduce bias and stigma associated with special education. Inclusive education supports the rights of every student to attend the same type of education. This process values students equally, increases participation across culture differences, and reduces barriers for learning (Fernandes, 2021). However, an inclusive classroom is inherently a collaborative classroom. Special education teachers spend substantial amounts of time interacting with other educators (Bettini, 2022). Inclusion involves change and is a continuous process. It enriches student academics by providing differentiated teaching and allows students to learn in their own time and own way. It is important to have the skills necessary to manage these heterogeneous groups.

Collogue Collaboration #

Inclusive education can play out in several diverse ways. Co-teaching, parallel teaching, small groups, interventions, among other ways all examples of inclusion in the classroom. Special education teachers will work with many other individuals including therapists, social workers, and counselors. “Interacting with colleagues is core to [a special education teacher’s] role” (Bettini, 2022). All these situations lead to educators needing excellent interpersonal communication skills (Majid, 2017).

In a 2022 study by Bettini and others, special educators described strategies used to promote alignment when working with others. This was an in-depth study that gave soft skill suggestions to cover three main collaborative issues, resource division, responsibility division and student needs. Special education teachers need to take initiative, have creativity to imagine alternative solutions, advocacy, educating others, reframing a negative situation to see the positives, and flexibility. The study does warn against placing a systemic issue on educators who have “Limited Powers in the broader education system.” While these skills will provide a strong base for the teacher, they should not expect to be able to solve all misalignments.

In another study, Patricia Fernandes (2021) worked with others to review 33 different studies to identify some intrapersonal skills necessary for a special education teacher to successfully collaborate. The first one is being flexible and being able to deal with things you cannot foresee. Reflectivity is a similar intrapersonal skill in that a teacher can make changes as needed, especially when there is uncertainty in how students will cooperate. Competence in resilience, or the ability to deal with adversities will also help a teacher to be successful. Three other skills needed are time management, confidence in content knowledge, and communication (Da Fonte, 2017).

Student Collaboration #

Soft skills increase effectiveness and quality of inclusive education (Fernandes, 2021). The biggest reason behind this is inter and intrapersonal skills are necessary to foster high value relationships (Tan, 2019). Students who feel valued and cared for are more engaged in the learning process (Irvine, 2012). Ideally, educators and students will have a joint responsibility for learning in the classroom (Gomez-Najarro, 2020). An often-overlooked reason behind the need for high standards in soft skills is that students will learn from teacher behavior good or bad.

One area where students really learn from teachers about soft skills is in the way they handle contentious situations. Teachers with conflict resolution skills can navigate in ways that turn potentially negative experiences more positive or keep it neutral. The use of empathy and interpersonal competence will assist with de-escalation. Body language is especially important in these situations (Majid, 2017). Students are particularly good at noticing emotions but lack the maturity to understand the professional face being presented. Students will notice negative body language such as eye rolls, crossed arms, and exasperation motions. An educator with conflict skills and emotional intelligence will be able to avoid these. “Teachers’ deep understanding of the specific skills required in interacting with their students effectively will have important implications for their pedagogical practice and classroom quality” (Tan, 2019).

All of these more internal skills build up one crucial skill needed in education and that is Self-efficacy. Self-efficacy is confidence in your abilities and in your content knowledge. Students are perceptive humans. They will not believe an educator that does not have faith in themselves. The belief in ability to have self-control is crucial for keeping expectations centered on reality (Bettini, 2022). Self-Efficacy can help create a learning environment that is both “highly dominate and highly cooperative.” Students benefit from a classroom that has both (Tan, 2019). A cooperative teaching model is student oriented and created some entertainment. The dominant model is stricter with high expectations, guidelines, and schedules. Combining the two will lead to a collaborative classroom. Students and teachers can be equally committed to deeper learning (Majid, 2017).

One last intrapersonal skill that is important for educators is having appropriate boundaries. Established boundaries helps in two different ways. First, boundaries with students may reduce chances of learned helplessness (Sears, 2021). Learned helplessness is easy for special education students to fall into. They frequently have an adult there, which can limit their chances to learn some independence. Boundaries give students a chance to try things on their own first. This can help them increase confidence in their abilities.

The second way boundaries help is when they are applied to families. It is important for Educators to take care of themselves. Boundaries make communication times clear and give the educator time to rejuvenate their creativity and enthusiasm. Advocating needs though boundaries is one way to reduce the change of teacher burnout.

Teacher Burnout #

Intra and interpersonal skills are also an important part for preventing teacher burnout. The average special education teacher works in the field for only 6 years. Such high turnover rates can lead to un-prepared teachers resulting in a “less than ideal experiences” in the classroom (Andrews, p. 126, 2015).” Many parts of teaching are outside the direct control of a teacher, such as administration support, paperwork levels, salaries, and available resources. Therefore, it is essential that special education teachers develop the necessary intra and interpersonal skills to thrive in the teaching profession (Collins, 2017).

In 2015 study, Amanda Andrews compared teacher’s classroom expectations to classroom experiences to see if there was any correlation between that relationship and teacher leaving. Andrews collected data on 8 different scales, 6 of which (colleague support, administration support, Classroom management, student success, parental contact, and assessment) relate to collaboration. The study results came down to one main intrapersonal skill, self-efficacy. Self-efficacy, the same skill needed for inclusionary teaching, also correlated to less teacher burnout rates. Teachers who had confidence in the classrooms they maintained behaved accordingly, felt less stress, and were more likely to stay in their current position.

Social Collaboration #

Interpersonal skills lead to better collaboration among educators. When teachers collaborate, they can share the workload of balancing student needs, divide responsibilities, and share resources effectively. Effective collaboration reduces teacher exhaustion, unaccomplished feelings, makes the work feel more personal, all things that help to reduce burnout (Andrews, 2015). Developing relationships with co-workers also increases morale and positive attitudes. All team members should be expected to demonstrate communication skills, share knowledge and be willing to find time to support teamwork (Da Fonte, 2017).

This network developed in schools can provide positive reinforcement of emotional intelligence, one skill that has been linked with teacher burnout (Puertas, 2019). Emotional intelligence is important because it reduces stress felt and emotional fatigue. Emotional intelligence also helps with compassion fatigue. High levels of emotional intelligence promote optimal mental health and a better sense of self-efficacy which can reduce the feeling of professional burnout (Da Fonte, 2017).

One other predictor of teacher burnout is the ability for a teacher to keep expectations for classroom management centered on reality (Bettini, 2022). The Andrews study also suggested that teachers who had realistic expectations that matched classroom experiences were more likely to stay in special education. Teacher interpersonal skills can predict teacher’s career satisfaction and commitment to the industry (Tan, 2019).

Self-Assessment in Collaboration #

Inter and Intrapersonal feedback skills can also be useful in managing expectations to prevent teachers leaving in their first year (Collins, 2017). Creating a self-assessment checklist is an excellent skill to use to identify potential holes in a skill set, support network and resources available. Once these skills are identified it is easier to set a goal and then monitor and track progress. Repeating this process over time helps keep teachers’ practices with fidelity. Assessments can be useful with a mentor guiding and giving feedback. Mentor relationships require trust and consistency.

By identifying holes in skillsets and systematically working to improve, teachers can prevent burnout (Collins, 2017). Receptivity to the latest ideas and processes helps special education teachers become active agents rather than passive victims to challenges (Bettini, 2022). The need to develop soft skills is evident. They protect against stress factors and increase “enthusiasm and dedication to the profession” (Puertas, 2019, p. 185). Collaboration skills take time to develop, but it is well worth the effort.

Conclusion #

Education is becoming increasingly collaborative and the importance of soft skills, both interpersonal and intrapersonal, cannot be overstated. As an inherently social activity, teaching requires effective communication and collaboration at every level (Tan 2019). The emphasis on communication in various teaching standards, such as those set by InTASC and NBPTS, highlights its significance in the educational process.

Moreover, our diverse communities require educators with interpersonal communication skills. Educators will work with students and parents each with unique cultures and backgrounds, including dual language speakers, people of color, low-income earners, neurodiverse students, and members of the LGBTQ+ community. Learning about and engaging in the communities will strengthen these relationships. Collaborating with families, whatever shape they come in, is the only way educators can truly create equity in the classroom and combat systemic bias. Afterall, unknown issues cannot be addressed.

Teachers with exceptional soft skills will be able to establish positive, supportive learning environments. Environments that will encourage students to engage and succeed in their academic endeavors. These interpersonal and intrapersonal skills also play a critical role in preventing teacher burnout. Soft skills are not frequently taught in an academic setting, but instead expected to be picked up organically and intuitively (Tan, 2019). However, by developing methods to improve their soft skills through self-assessment and mentorship, educators can enhance their teaching practices and dedication to the profession.

In conclusion, interpersonal in intrapersonal soft skills are essential for the modern educator. They are key for creating inclusive, equitable learning environments. These skills nurture positive community and family engagement, leading to increased student success and more fulfillment in the profession. Collaboration is the backbone of education and soft skills are the muscular structure that supports it. Developing these skills though dedicated practice is an excellent investment for both teachers and for the future of education.

Annotated Bibliography #

Andrews A., & Brown J. (2015). Discrepancies in the Ideal Perceptions and the Current Expectations of Special Education Teachers. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v3i6.984
Study about reasons behind teacher burnout in special education and lower retention rates compared to general education teachers. Specifically examined teachers’ expectations compared to current experiences. The study measured 8 different scales and determined Special education teachers were more likely to have greater satisfaction when they had perceived control in situations. The closer teachers’ expectations were to reality, the more likely they were to stay in special education.
Bettini E., Lillis J., Stark K., Brunsting N. C., & Mathews H. M. (2022). Special Educators’ Experiences of Interpersonal Interactions While Serving Students With Emotional/Behavioral Disorders. Remedial and Special Education, 43(2), 98–113. https://doi-org.ezp.lib.cwu.edu/10.1177/07419325211022833
Qualitative analysis of special education teachers’ interactions with general education teachers for inclusionary teaching purposes. Special education teachers are fundamentally interdependent with other professionals. They work with others in varying degrees of alignment and misalignment. The Authors collected examples of teachers working interdependently and the skills they needed to stay in alignment.
Buchanan K., & Buchanan T. (2017). Relationships with families: Have educators overlooked a critical piece of the puzzle? Improving Schools, 20, 236 - 246. https://doi.org/10.1177/1365480216674622
This Article speaks to the importance of family collaboration with teachers to improve student academic achievement. It states that even though family communication is an essential teaching standard, teachers are often unprepared and consider it a challenge. The teaching standards in InTASC emphasize these key elements for communication, respect diverse backgrounds, collaborate with families, value family input, engage with families, sustain communication, and build relationships. The NBPTS teaching standards stress the importance of open, respectful, reciprocal, and trust in relationships with families. The Authors make a point of noting how working with diverse learners is exceptionally challenging. Traditional US lessons have placed minority, poor and foreign language speakers in a subordinate role which leads to distrust. Efforts need to be made to understand the local community that you teach in. It gives 6 key concepts to improve communication with families of all backgrounds.
Collins, Sweigart, C. A., Landrum, T. J., & Cook, B. G. (2017). Navigating Common Challenges and Pitfalls in the First Years of Special Education: Solutions for Success. Teaching Exceptional Children, 49(4), 213–222. https://doi.org/10.1177/0040059916685057
The authors provided several methods for avoiding negative experiences for a first-year special education teacher. Two practices were suggested for finding holes in teacher skill sets. One practice was self-driven assessment and the other was a performance review for a mentor. The authors also provided 3 suggestions for reliable resources to continue developing skills. These supports are intended to improve teacher retention.
Da Fonte, & Barton-Arwood, S. M. (2017). Collaboration of General and Special Education Teachers: Perspectives and Strategies. Intervention in School and Clinic, 53(2), 99–106. https://doi.org/10.1177/1053451217693370
Both general and special education teachers have responsibilities for diverse learners. Teacher preparation programs need to teach collaboration skills. Preservice teachers specifically benefit from training in time management, content knowledge and communication. Conflict is natural and should not be avoided. It should be worked though with consistent steps
Fernandes P.R.D.S, Jardim J., & Lopes M.C. (2021). The Soft Skills of Special Education Teachers: Evidence from the Literature. Education Sciences, 11, 125. https://doi.org/10.3390/educsci11030125
Inclusive education is increasingly common. Teachers and students have a shared responsibility for learning and both benefit from developing soft skills. This study collected data and identified 6 skills necessary for the modern educator. The skills are Resilience, reflexibility, empathy, collaborative work, self-efficacy, and effective communication.
Gomez-Najarro J. (2020) An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention. Teacher Education and Special Education, 43 (2), 109-126. https://journals-sagepub-com.ezp.lib.cwu.edu/doi/epub/10.1177/0888406419850894
Response to intervention (RIT) may be a more equitable approach to assessing exceptional need situations among culturally diverse or dual linguistic student groups. The author studies one public elementary school with a historically marginalized group to see how RIT is implemented. They are also looking at the impact that collaboration between the general and special education teachers has on the RIT program. The Author collected data over a year conducting interviews, sitting in meetings, and observing the tier 1 and tier 2 procedures. Special education teachers provided insight into students, particularly at the intersection of diversity and exceptional needs. It was concluded that special education teachers are left out until the referral stage of RIT primarily due to time restraints and lack of resources.
Guzman, M., Durden, T., Taylor, S., Guzman, J., & Potthoff, K. (2016). Cultural Competence. NebGuide. https://extensionpublications.unl.edu/assets/html/g1375/build/g1375.htm
Cultural Competence is an important skill. It is the ability to effectively work with people and develop meaningful relations regardless of diverse backgrounds. It is important because the United States as an ethnically diverse population. The internet has made communication across cultures much more common. Our society is increasingly more globalized because of this. Hate crimes still exist in the United States. Discrimination, bias, microaggression all lead to a hostile work environment. Cultural competence is an ongoing process that never ends. Some ways to improve are to learn and be aware of other cultures. Words matter when talking across cultures and avoid phrases with negative histories
Individuals With Disabilities Education Improvement Act, 20 U.S.C. §§ 1400 et seq. (2004). Interstate New Teacher Assessment and Support Consortium. (2014). InTASC model core teaching standards: A resource for state dialogue. Retrieved from http://www.ccsso.org/intasc
Irvine J.J., (2012). Complex Relationships Between Multicultural Education and Special Education: An African American Perspective. Journal of Teacher Education, 63(4), 268–274. https://doi.org/10.1177/0022487112447113
Special education and multicultural education have many similarities, however there is a possibility of hidden tensions at this interaction of education. 4 areas of divergent conflict are addressed including disproportionate representation, cultural misunderstanding, tensions between home and school and competition for limited resources. The author then gives suggestions for culturally responsive pedagogy.
Kelly, P., Mehta, C., Mehta, J., Phillips, J., Rood, B., & Tedder, M. (2023, January 23). A Million Paper cuts: Why Special Education Teachers Leave the Profession [State Policy Brief]. Teach + Plus. https://teachplus.org/wp-content/uploads/2023/01/Teach-Plus-IL_Million-Paper-Cuts.pdf
Majid, N. A. (2017). The Importance of Teachers' Interpersonal Communication Skills in Enhancing the Quality of Teaching and Learning. World Applied Sciences Journal. https://doi.org/10.5829/idosi.wasj.2017.924.929
This study investigates interpersonal skills that are needed in the classroom. Majid states that a teacher’s role is more than conveying knowledge. It also includes social development, quality learning, and respect towards diversity. The study ends with 7 skills needed for educators.
National Board for Professional Teaching Standards. (1989). What teachers should know and be able to do. Retrieved from http://www.nbpts.org/five-core-propositions
Puertas M., Zurita O., F., Ubago J.L., & González Valero G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences, 8(6), 185–. https://doi.org/10.3390/socsci8060185
This author studied the relationship between emotional intelligence and teacher burnout rates. The data collected suggests that emotional intelligence reduces stress and emotional fatigue which in turn reduces teacher burnout rates.
Sears J. A., Peters, B. L., Beidler, A. M. S., & Murawski, W. W. (2021). Using Relationships to Advocate With, For, and To Families. Teaching Exceptional Children, 53(3), 194–204. https://doi.org/10.1177/0040059920982373
Special education teachers collaborating with families is crucial to student success. Teachers need to see families as partners and build relationships with them. Teachers should advocate for the student with the family. Special educators also need to advocate for the family by providing resources when necessary. Lastly, teachers should set clear boundaries to maintain a positive mindset.
Tan, Quek, C. L. G., & Fulmer, G. (2019). Validation of Classroom Teacher Interaction Skills Scale. The Asia-Pacific Education Researcher, 28(5), 429–446. https://doi.org/10.1007/s40299-019-00444-6
This research project begins by emphasizing the need for interaction skills in education. Research was provided showing that high teacher interpersonal skills lead to enhanced student engagement, better academics, and potentially reduce peer victimization. The author created a tiered framework to assess teachers’ inter and intrapersonal skills. The assessment was able to show a relationship between specific skills and career satisfaction and personal commitment. The data also showed that social skills are good predictors of student-teacher relationships.