Teacher collaboration to elevate student achievement?
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Author (Corporation)
Publication date
06/2025
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Learning and Instruction
Special issue
DOI of the original publication
Link
Series
Series number
Volume
97
Issue / Number
Pages / Duration
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Background
Previous research on the relationship between teacher collaboration and student achievement yielded ambiguous results. From a theoretical perspective, an indirect association between high-quality teacher collaboration and student achievement is assumed, mediated by instructional quality. However, empirical evidence for this assumed theoretical mediation model is lacking.
Aim
This study analyses the relationship between the extent of high-quality teacher collaboration reported by teachers via social network ties and the development of fifth-grade students’ mathematics achievement over one school year. It examines whether and how this relationship is mediated by instructional quality assessed as effective teaching from the perspective of the students.
Sample
The sample included 80 primary school teachers and 770 fifth-grade students from the German-speaking part of Switzerland.
Method
A two-level structural equation model was applied, comprising two latent change models, one for instructional quality and one for mathematics achievement, to examine student survey data on instructional quality, student mathematics achievement tests, and teacher social network survey data on perceived high-quality teacher collaboration.
Results
The results revealed a significant positive indirect effect between high-quality teacher collaboration and student achievement, mediated by instructional quality. However, the direct effect between high-quality teacher collaboration and mathematics achievement, although positive, was not significant. Both the total and indirect effects of the model were significant.
Conclusion
This study underpins and extends previous findings emphasizing the significance of perceived high-quality teacher collaboration by demonstrating that these collaborations are crucial for fostering instructional quality and students’ mathematics achievement.
Keywords
Teacher collaboration, Social networks, Instructional quality, Mathematics achievement, Multilevel longitudinal mediation model
Subject (DDC)
Event
Exhibition start date
Exhibition end date
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Conference end date
Date of the last check
ISBN
ISSN
0959-4752
1873-3263
1873-3263
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Wullschleger, A., Maag Merki, K., Grob, U., Rechsteiner, B., Compagnoni, M., & Vörös, A. (2025). Teacher collaboration to elevate student achievement? Learning and Instruction, 97. https://doi.org/10.1016/j.learninstruc.2025.102104