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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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.