Teacher Collaboration and Student Outcomes in Saudi Arabia: An analysis of TIMSS Data
Issue Date
2018-05-31Author
Alghamdi, Mohammed Hindi
Publisher
University of Kansas
Format
103 pages
Type
Dissertation
Degree Level
Ph.D.
Discipline
Educational Leadership and Policy Studies
Rights
Copyright held by the author.
Metadata
Show full item recordAbstract
ABSTRACT This study was conceptually built on the premise that an internal change that is created by the knowledge and expertise of teachers is more likely to nurture a successful educational reform. To empirically examine this premise, the study investigated the direct and indirect relationship between teacher collaboration (CIT) and student outcomes. The indirect relationship was mediated by two teaching practices, teacher Emphasis on Academic Success (ACS) and their Instruction to Engage Student in learning (IGS). The data was obtained from TIMSS-2011 of Saudi 4th grade students, their teachers, and school principals. Using Structural Equation Modeling (SEM), the study found neither direct nor indirect significant relationship between teacher collaboration and student outcomes. Interestingly, teacher collaboration was negatively and significantly associated with both mediators. Several implications for policy makers and practitioners as well as future research were discussed.
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