Teacher collaboration to elevate student achievement?

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-02-20 DOI:10.1016/j.learninstruc.2025.102104

Andrea Wullschleger , Katharina Maag Merki , Urs Grob , Beat Rechsteiner , Miriam Compagnoni , András Vörös

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引用次数: 0

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.

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教师合作提高学生成绩？

以往关于教师合作与学生成绩关系的研究结果并不明确。从理论的角度来看，假设高质量的教师合作与学生成绩之间存在间接关联，并以教学质量为中介。然而，这种假设的理论中介模型缺乏经验证据。目的本研究分析教师通过社交网络联系报告的高质量教师合作程度与五年级学生一学年数学成绩发展的关系。它从学生的角度考察了这种关系是否以及如何被评估为有效教学的教学质量所中介。样本包括来自瑞士德语区的80名小学教师和770名五年级学生。方法采用由教学质量和数学成就两个潜在变化模型组成的两级结构方程模型，对学生调查数据、学生数学成就测试数据和教师社会网络调查数据对感知高质量教师协作进行检验。结果高质量教师协作对学生成绩有显著的间接正向影响，教学质量是中介。然而，高质量的教师合作与数学成绩之间的直接影响虽然是正的，但并不显著。模型的总效应和间接效应均显著。结论本研究支持并扩展了先前的研究结果，强调了感知到的高质量教师合作的重要性，证明了这些合作对于提高教学质量和学生的数学成绩至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.