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Teachers' self-efficacy in team teaching practices.

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Title: Teachers' self-efficacy in team teaching practices.
Authors: Decuyper, Aron1 (AUTHOR) Aron.Decuyper@UGent.be, Buseyne, Siem2,3,4 (AUTHOR), Simons, Mathea5,6 (AUTHOR), Vanderlinde, Ruben1 (AUTHOR)
Source: Social Psychology of Education. 8/1/2025, Vol. 28 Issue 1, p1-22. 22p.
Subject Terms: *Teaching models, *Teachers, *Classrooms, *Teaching teams, Self-efficacy, Multilevel models, Questionnaires
Abstract: Team teaching has gained popularity in educational settings. However, research examining the relationship between team teaching and relevant variables remains scarce. The current study fills this gap by examining teachers' self-efficacy in the context of team teaching, considering different models of team teaching. Through a large-scale cross-sectional survey of 458 Flemish teachers engaged in team teaching, this study explores the relationship between teachers' self-efficacy and the use of different team teaching models, using multiple multilevel regression analyses. While a negative relationship was observed between teachers' self-efficacy and the use of the sequential teaching model, positive associations were found with the use of the station teaching model, the parallel teaching model, and the observation model. The more teachers use these models, the more confident they feel in their teaching competencies. These findings underscore the importance of selecting and implementing appropriate team teaching models to enhance teachers' self-efficacy. [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
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PubType: Academic Journal
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  Data: Teachers' self-efficacy in team teaching practices.
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  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. 8/1/2025, Vol. 28 Issue 1, p1-22. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: Team teaching has gained popularity in educational settings. However, research examining the relationship between team teaching and relevant variables remains scarce. The current study fills this gap by examining teachers' self-efficacy in the context of team teaching, considering different models of team teaching. Through a large-scale cross-sectional survey of 458 Flemish teachers engaged in team teaching, this study explores the relationship between teachers' self-efficacy and the use of different team teaching models, using multiple multilevel regression analyses. While a negative relationship was observed between teachers' self-efficacy and the use of the sequential teaching model, positive associations were found with the use of the station teaching model, the parallel teaching model, and the observation model. The more teachers use these models, the more confident they feel in their teaching competencies. These findings underscore the importance of selecting and implementing appropriate team teaching models to enhance teachers' self-efficacy. [ABSTRACT FROM AUTHOR]
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  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=187121547
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        Value: 10.1007/s11218-025-10110-z
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              Text: 8/1/2025
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