Korean Educational Development Institute(KEDI)

DOI : 10.22804/kjep.2025.22.1.001

Open Access

This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.

License: https://creativecommons.org/licenses/by-nc-nd/4.0/

ⓒKorean Educational Development Institute (KEDI)

Abstract 

According to the TALIS 2018 survey, the Professional Collaboration questionnaire comprised four questions on collaborative teaching, observational learning, cross-classroom teaching, and community participation. Almost four out of five junior high school teachers in Taiwan in 2018 stated that they never or very rarely collaborated professionally. Thus, more than half of teachers had seldom participated in professional collaboration activities. This study conducted a multi-level analysis using Hierarchical Linear Modeling (HLM) to examine the factors influencing teacher professional collaboration. We found significant positive associations between teachers’ teaching beliefs, instructional innovation, and teacher-student relationships and their engagement in professional collaboration. The findings indicate that teachers’ participation in professional development activities, as well as participation barriers, were both negatively associated with professional collaboration. No significant associations were found between teachers’ self-efficacy or job satisfaction and their engagement in professional collaboration. The study provides recommendations to facilitate and promote professional collaboration among teachers.