Teacher Collaboration and Student Outcomes in Saudi Arabia: An analysis of TIMSS Data

Abstract

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.