Influence of Teacher Collaboration on Job Satisfaction and Student Achievement in Mathematics

• In Event: Roundtable Session 55
  In Roundtable Session: Understanding Structures That Support Mathematics Teachers and Effective Practices

Abstract

Teacher collaboration has been defined and operationalized differently across several research studies. The current study provides evidence that the benefits of collaboration differ based on the definition of collaboration. TIMSS data was analyzed to determine whether five unique indicators of collaboration predicted student achievement and teacher’s job satisfaction in Japan and the United States. Collaboration during lesson planning was a significant predictor of student achievement in the United States but not in Japan. However, time spent visiting other classrooms corresponded to higher teacher enthusiasm in the United States, but not in Japan. The results provide insight into the effectiveness of different collaborative activities in each nation, and highlighted what activities should be examined further when adapting policies to new settings.

Authors

• Philip M. Reeves, The Pennsylvania State University

• Wik Hung Pun, The Pennsylvania State University

• Kyung Sun Chung, The Pennsylvania State University