Unpacking teacher collaboration: validation of measurement models using exploratory structural equation modeling

Area of Science:

• Educational Psychology
• Organizational Behavior
• Sociology of Education

Background:

• Teacher collaboration is crucial in primary education, but empirical research in Nordic countries lacks validated instruments.
• Existing measures do not adequately distinguish between diverse forms of teacher collaborative practice.

Purpose of the Study:

• To develop and evaluate a set of psychometrically sound measures for multiple dimensions of teacher collaboration.
• To provide robust tools for investigating teacher collaboration in Norwegian primary schools.

Main Methods:

• Qualitative interviews informed scale development.
• A longitudinal study administered the instrument to 490 teachers (Time 1) and 380 teachers (Time 2) across 38 schools.
• Exploratory structural equation modeling (ESEM) analyzed dimensionality and construct validity.

Main Results:

• Two multidimensional factor structures were supported, demonstrating satisfactory psychometric properties.
• Criterion-related validity was evidenced through associations with burnout, engagement, and school context.
• Longitudinal analyses confirmed reliability, temporal stability, and measurement invariance.

Conclusions:

• The developed measures offer reliable and valid tools for systematically studying teacher collaboration.
• Findings support the use of these instruments for research on organizational conditions and professional outcomes in primary education.