National Context, School Factors, and Individual Characteristics: Which Matters Most for Teacher Collaboration?

• In Event: Examining Emerging Knowledges in Contemporary International and Global Contexts

Abstract

Merging the selected variables from the 2018 TALIS, the 2018 PISA, and the 2004 GLOBE study, the present research seeks to investigate the associations between contextual variables and teacher collaboration across national boundaries, which is essential to understanding teacher collaboration in a broader context. Adopting multi-level linear models, this study specified the variance in teacher collaboration that is related to teacher, school, and country policy and cultural variations, respectively. The results reveal that the teacher-level factors are associated with a significant proportion of variance in outcome, but school culture, leadership, student composition, and country-level policy are significant for teacher collaboration.

Authors

• Yan Liu, University of North Carolina - Wilmington
  Presenting Author

• Pascale Sarah Benoliel, Bar-Ilan University
  Non-Presenting Author