(2014/2015) An investigation of the relationship between English learner teacher collaboration and self-efficacy by Olivia Tate- District Service Center
Many school districts embed teacher collaboration, organized by grade or content-area, into their schedules. Teachers, isolated from peers because of their subject(s) or the size of their school district, may be unable to collaborate with other professionals fulfilling the same role. Isolated teachers miss out on the benefits of such collaboration, such as increased efficacy or a teachers’ belief in their ability to meet student needs. Analysis of the data found a statistically significant correlation between teacher self-efficacy and collaboration between EL teachers working in the same school.