Influence of teacher collaboration on job satisfaction and student achievement

Periodical
Teaching and Teacher Education
Volume
67
Year
2017
Page range
227-236
Relates to study/studies
TIMSS 2011
TIMSS 2015

Influence of teacher collaboration on job satisfaction and student achievement

Abstract

Teacher collaboration consists of many types of activities and interactions. This quantitative study examines how the effects of collaboration differ according to both the type and frequency of collaborative activity. TIMSS data was analyzed to determine whether five indicators of collaboration predicted student achievement, teacher job satisfaction, and teacher confidence in Japan and the United States. Collaboration during lesson planning was a significant predictor of student achievement in the United States. Time spent visiting other classrooms corresponded to higher job satisfaction ratings in the United States. The results provide insight into the effectiveness of different collaborative activities in each nation. Teachers collaborate in many different ways. Different types of collaborative activities are associated with unique outcomes. In the USA, collaboration during lesson planning predicts student achievement.