In the current context of education, there is a need for greater coordination of teachers in schools in order to improve efficiency and meet the educational requirements. Share teaching goals is, in a special way one of the conditions that influence deeply on teachers collaboration providing advice and support each other. The presence or absence of consensus about educational goals is very important because it affects the results of students and teachers in educational centers. The increasing of participation in decision-making in schools reflects the widespread belief that horizontal management and a decentralized structure of authority have the potential to promote efficiency in schools. However, the literature indicates a discrepancy between the conceptualization and definition of collegiality and empirical evidence. The purpose of this theoretical article is to review the concept of collegiality and propose a classification of its dimensions to develop a comprehensive multilevel model for understanding the effects of collegiality in the school.

Teacher collegiality, evaluation, collaborative cultures.