Abstract
Teacher collaboration and teacher efficacy beliefs are complex, multifaceted constructs that play critical roles in student learning and influence one another in multiple ways. School collaborative culture, including collegial trust, collective learning, and shared responsibility, has also been identified as an important factor shaping both effective teacher collaboration and teacher efficacy beliefs. This study employed a sequential explanatory mixed-methods design to (a) examine the relationships between features of collaborative discourse and teachers' instructional efficacy beliefs, as well as the extent to which school type and school collaborative culture influence these relationships, and (b) explore how these collaborative discourse features are enacted in authentic teacher collaboration practices and the collaborative cultures reflected in those practices. Findings provide insights into the ways schools can support productive teacher collaboration to strengthen teachers' instructional efficacy beliefs, enhance professional learning, and ultimately improve student outcomes.
Degree
PhD
College and Department
David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Zhang, Xiaohang, "Talking Teaching for Change: How Productive Teacher Collaborations Contribute to Teacher Efficacy Beliefs and Student Achievement Gains" (2026). Theses and Dissertations. 11377.
https://scholarsarchive.byu.edu/etd/11377
Date Submitted
2026-07-23
Document Type
Dissertation
Keywords
teacher collaborative discourse, teacher efficacy beliefs, school collaborative culture, professional learning community (PLC), mixed-method study
Language
english