View in EDS HTML Full Text PDF Full Text

Teachers' attitudes toward team teaching explained by teachers' self-efficacy, perceived collaboration, and team similarity.

Saved in:
Bibliographic Details
Title: Teachers' attitudes toward team teaching explained by teachers' self-efficacy, perceived collaboration, and team similarity.
Authors: De Weerdt, Dries1 (AUTHOR) dries.deweerdt@uantwerpen.be, Simons, Mathea1 (AUTHOR), Struyf, Elke1 (AUTHOR)
Source: Social Psychology of Education. Oct2024, Vol. 27 Issue 5, p2479-2502. 24p.
Subject Terms: *Teacher attitudes, *Teacher role, *Teacher collaboration, *Teaching teams, *Self-efficacy in teachers
Abstract: Team teaching is a popular and intense form of teacher collaboration with several advantages for both students and teachers. To successfully implement team-based practices such as team teaching, previous studies highlight the pivotal role of teachers' attitudes, which are subject to several personal and interpersonal processes. Stakeholders willing to implement team teaching require a deep understanding of teachers' attitudes toward the practice and their relation to prominent (inter)personal variables in teacher collaboration research. To date, however, little quantitative research exists on teachers' attitudes toward team teaching and even less on factors that may explain these attitudes. Therefore, the aim of this study is to explore how teachers value the implementation of team teaching in their teaching practices and to what extent prominent (inter)personal variables such as teachers' self-efficacy, perceived collaboration, and team similarity are associated with these attitudes. The empirical data were collected through a cross-sectional survey (N = 555) conducted in Flanders (Belgium). The findings showed that teachers had a positive overall attitude toward team teaching, but this was not always strongly expressed. In particular, teachers' attitudes toward enhancing the learning gains of students through team teaching were fairly neutral. Nonetheless, based on structural equation modeling, a proposed hypothetical model wherein self-efficacy beliefs, perceived collaboration, and team similarity were positively associated with teachers' attitudes toward team teaching showed adequate predictive validity. Furthermore, all three of the studied factors had a significant effect on teachers' attitudes, with teachers' self-efficacy exerting the strongest effect. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 180372540
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' attitudes toward team teaching explained by teachers' self-efficacy, perceived collaboration, and team similarity.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22De+Weerdt%2C+Dries%22">De Weerdt, Dries</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dries.deweerdt@uantwerpen.be</i><br /><searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Struyf%2C+Elke%22">Struyf, Elke</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. Oct2024, Vol. 27 Issue 5, p2479-2502. 24p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Team teaching is a popular and intense form of teacher collaboration with several advantages for both students and teachers. To successfully implement team-based practices such as team teaching, previous studies highlight the pivotal role of teachers' attitudes, which are subject to several personal and interpersonal processes. Stakeholders willing to implement team teaching require a deep understanding of teachers' attitudes toward the practice and their relation to prominent (inter)personal variables in teacher collaboration research. To date, however, little quantitative research exists on teachers' attitudes toward team teaching and even less on factors that may explain these attitudes. Therefore, the aim of this study is to explore how teachers value the implementation of team teaching in their teaching practices and to what extent prominent (inter)personal variables such as teachers' self-efficacy, perceived collaboration, and team similarity are associated with these attitudes. The empirical data were collected through a cross-sectional survey (N = 555) conducted in Flanders (Belgium). The findings showed that teachers had a positive overall attitude toward team teaching, but this was not always strongly expressed. In particular, teachers' attitudes toward enhancing the learning gains of students through team teaching were fairly neutral. Nonetheless, based on structural equation modeling, a proposed hypothetical model wherein self-efficacy beliefs, perceived collaboration, and team similarity were positively associated with teachers' attitudes toward team teaching showed adequate predictive validity. Furthermore, all three of the studied factors had a significant effect on teachers' attitudes, with teachers' self-efficacy exerting the strongest effect. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180372540
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11218-024-09916-0
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 2479
    Subjects:
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Teacher role
        Type: general
      – SubjectFull: Teacher collaboration
        Type: general
      – SubjectFull: Teaching teams
        Type: general
      – SubjectFull: Self-efficacy in teachers
        Type: general
    Titles:
      – TitleFull: Teachers' attitudes toward team teaching explained by teachers' self-efficacy, perceived collaboration, and team similarity.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: De Weerdt, Dries
      – PersonEntity:
          Name:
            NameFull: Simons, Mathea
      – PersonEntity:
          Name:
            NameFull: Struyf, Elke
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 13812890
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Social Psychology of Education
              Type: main
ResultId 1