Abstract
According to the Organization for Economic Co-operation and Development (OECD), professional collaboration is an essential support tool for teachers working in challenging environments. It has been identified as one of the five pillars of teacher professionalism. Scholars have indicated that professional collaboration among teachers is one of the essential directions of current educational reform. This study conducted a multi-level analysis using Hierarchical Linear Modeling (HLM) to examine the factors influencing teachers’ professional collaboration. The findings indicate the following. (1) Teachers’ self-efficacy did not have a significant effect on professional collaboration; (2) The higher teachers’ awareness of teaching beliefs, the more willing they were to collaborate professionally; (3) Teachers’ job satisfaction did not have a significant effect on professional collaboration; (4) Teachers’ difficulty in collaborating professionally was due to busy work schedules, family responsibilities, and a lack of incentives; (5) The higher the teachers’ innovative teaching climate, the more willing they were to collaborate professionally; (6) Teachers prioritize teacher-student relationships, which have a significant positive impact on professional collaboration among teachers; (7) Professional development activities negatively impacted professional collaboration, as teachers were more likely to participate in their own independent qualification programs (degree programs). The study concludes with recommendations to facilitate and promote professional collaboration among teachers.
Author Information
Yu-Ran Chen, National Tsing Hua University, Taiwan
Chuan-Chung Hsieh, National Tsing Hua University, Taiwan
Hui-Chieh Li, National Taipei University of Business, Taiwan
Paper Information
Conference: ACE2023
Stream: Educational policy
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Chen Y., Hsieh C., & Li H. (2024) The Impact of Teachers’ Professional Collaboration in Taiwan: Application of the Talis 2018 Junior High School Teacher’s Database ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.62
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.62
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