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Do teachers self-report teaching more effectively during team teaching? A large-scale survey study with multilevel analysis.

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Title: Do teachers self-report teaching more effectively during team teaching? A large-scale survey study with multilevel analysis.
Authors: Decuyper, Aron1 (AUTHOR) Aron.Decuyper@UGent.be, Tack, Hanne1,2 (AUTHOR), Maulana, Ridwan3 (AUTHOR), Simons, Mathea4,5 (AUTHOR), Vanderlinde, Ruben1 (AUTHOR)
Source: Instructional Science. Aug2025, Vol. 53 Issue 4, p761-785. 25p.
Subject Terms: *Effective teaching, *Teachers, *Teaching methods, *Teaching teams, *Self-evaluation, *Learning, Quantitative research, Multilevel models
Abstract: In the literature, there is a general assumption that teachers teach more effectively during team teaching compared with solo teaching. Although effective teaching behaviour is imperative for students' academic outcomes, only scarce research exists on this difference. Therefore, it remains mainly unknown whether teachers teach more effectively during team teaching compared with solo teaching. This study aims to address this gap by providing a general picture of the differences in teachers' self-reported effective teaching behaviour during solo teaching and team teaching. To achieve this, a large-scale cross-sectional survey study was performed among teachers (n = 453) in compulsory education. The SET questionnaire was administered to teachers who team teach. Overall, results show that teachers reported to be more capable of displaying effective teaching behaviour during team teaching compared with solo teaching. Furthermore, results show a positive relationship between teachers' self-reported effective teaching behaviour and education type, teaching experience, and with team teaching percentage. [ABSTRACT FROM AUTHOR]
Copyright of Instructional Science 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
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  Data: Do teachers self-report teaching more effectively during team teaching? A large-scale survey study with multilevel analysis.
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  Data: In the literature, there is a general assumption that teachers teach more effectively during team teaching compared with solo teaching. Although effective teaching behaviour is imperative for students' academic outcomes, only scarce research exists on this difference. Therefore, it remains mainly unknown whether teachers teach more effectively during team teaching compared with solo teaching. This study aims to address this gap by providing a general picture of the differences in teachers' self-reported effective teaching behaviour during solo teaching and team teaching. To achieve this, a large-scale cross-sectional survey study was performed among teachers (n = 453) in compulsory education. The SET questionnaire was administered to teachers who team teach. Overall, results show that teachers reported to be more capable of displaying effective teaching behaviour during team teaching compared with solo teaching. Furthermore, results show a positive relationship between teachers' self-reported effective teaching behaviour and education type, teaching experience, and with team teaching percentage. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Instructional Science 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.)
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        Value: 10.1007/s11251-025-09713-y
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              Text: Aug2025
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