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Teachers' Self-Efficacy in Team Teaching Practices

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Title: Teachers' Self-Efficacy in Team Teaching Practices
Language: English
Authors: Aron Decuyper (ORCID 0000-0003-4219-7174), Siem Buseyne, Mathea Simons, Ruben Vanderlinde
Source: Social Psychology of Education: An International Journal. 2025 28(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Effectiveness, Self Efficacy, Team Teaching, Foreign Countries, Teaching Models, Sequential Approach, Teacher Competencies
Geographic Terms: Belgium
DOI: 10.1007/s11218-025-10110-z
ISSN: 1381-2890
1573-1928
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479036
Database: ERIC
FullText Text:
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  Data: Teachers' Self-Efficacy in Team Teaching Practices
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  Data: <searchLink fieldCode="AR" term="%22Aron+Decuyper%22">Aron Decuyper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4219-7174">0000-0003-4219-7174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siem+Buseyne%22">Siem Buseyne</searchLink><br /><searchLink fieldCode="AR" term="%22Mathea+Simons%22">Mathea Simons</searchLink><br /><searchLink fieldCode="AR" term="%22Ruben+Vanderlinde%22">Ruben Vanderlinde</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</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.
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      – SubjectFull: Team Teaching
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