The Impact of Collaborative Teaching on Teacher Job Satisfaction: An Exploratory Study

• In Event: Utilizing Large Databases to Explore Teacher and Student Well-Being

Abstract

The purpose of this study is to examine the impact of collaborative teaching on teacher job satisfaction. The data source is the 1999-2000 Schools and Staffing Survey (SASS) data. Since the majority of teacher collaboration research have been conducted in qualitative methods, more experimental studies are needed to examine whether teacher collaboration is an effective treatment. Thus, I used a quasi-experimental design and estimated the treatment effect using a propensity score weighting method to reduce selection bias. The result shows that collaborative teaching did not have a statistically significant treatment effect on teacher job satisfaction. Implications and limitations will be discussed for further research.

Author

• Hyojong Sohn, University of Florida