Teachers' self-efficacy in team teaching practices

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.