Processes used to develop collaborative relationships in mathematics in selected public elementary schools with high socio-economic conditions

The primary purpose of this study was to explore the processes used to develop collaboration among teachers and principals in elementary schools which would result in improvement in student achievement in mathematics.; The study population consisted of teachers and principals in three elementary schools located in Western Pennsylvania. The schools enrolled students from high socio-economic status families.; A questionnaire survey was developed and administered to eighty-four (84) teachers. Using a Likert scale the respondents were asked to respond to questions regarding their role and their principals' role in developing and implementing processes that promoted collaboration and their effect on student achievement in mathematics. Open-ended questions were also used to gather descriptive data in the respondents' own words and perspectives.; The principals of the three schools were interviewed using the identified questions which related to their role in promoting collaboration among the various stakeholders in their respective schools.; The interview questions also sought information about the general climate of the schools. The information obtained from the interviews was woven into a profile of each school.; The data obtained from the survey responses and interviews were analyzed using tables and descriptive narratives.; The study concluded that strong collaboration among principals, teachers and parents resulted in higher student achievement in mathematics.