Teacher Collaboration and Student Achievement: A Systematic Review of Empirical Literature

• In Event: Reimagining School Effectiveness Research: Integrating Context, Culture, and Capacity for Sustainable Change

Abstract

This systematic literature review analyzes 22 empirical studies (2015–2023) on the relationship between teacher collaboration and student learning outcomes. Findings reveal wide variation—and frequent absence—in conceptual definitions of collaboration, contrasting with the use of similar measurement tools (mainly frequency scales). No clear link emerges between conceptualizations, measurement, and reported outcomes. However, collaboration embedded in professional development programs and focused on specific subjects—especially in elementary and middle school settings—shows more consistent positive effects. The study argues that clearer alignment between definitions and measurement is needed, and that policies should specify the types of collaboration they promote and the outcomes they seek to impact.

Authors

• felipe coloma, Universidad del Desarrollo

• Paulo Luis Volante, Pontificia Universidad Catolica de Chile