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 |
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| Language: | English |
| Authors: | Aron Decuyper (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2025 53(4):761-785. |
| 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 |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Behavior, Self Disclosure (Individuals), Team Teaching, Teacher Effectiveness, Compulsory Education, Teaching Experience |
| DOI: | 10.1007/s11251-025-09713-y |
| ISSN: | 0020-4277 1573-1952 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487798 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-025-09713-y |
