Teacher collaboration to elevate student achievement?
Autor:in (Körperschaft)
Publikationsdatum
06/2025
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Learning and Instruction
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
97
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Elsevier
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Teacher collaboration, Social networks, Instructional quality, Mathematics achievement, Multilevel longitudinal mediation model
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
0959-4752
1873-3263
1873-3263
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
WULLSCHLEGER, Andrea, Katharina MAAG MERKI, Urs GROB, Beat RECHSTEINER, Miriam COMPAGNONI und András VÖRÖS, 2025. Teacher collaboration to elevate student achievement? Learning and Instruction. Juni 2025. Bd. 97. DOI 10.1016/j.learninstruc.2025.102104. Verfügbar unter: https://doi.org/10.26041/fhnw-12015