Publication Date

Fall 12-2025

Advisor(s) - Committee Chair

Stacy Leggett

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education

Abstract

In this improvement science dissertation, I examined how strengthening co-teaching approaches through targeted training on roles and responsibilities and scheduling time for collaboration builds collective teacher efficacy to improve student achievement for all learners. I conducted a root cause analysis using the Gately and Gately (2001) Co-teaching Rating Scales to better understand the barriers to effective co-teaching in a Title I elementary school in a midsize school district. I implemented two intervention cycles to support general and special education teachers in increasing collective teacher efficacy. The first intervention provided a one-day professional development seminar. The second intervention facilitated planning of cotaught lessons. This study identifies barriers to successful co-teaching, explores strategies for improvement, and evaluates how enhanced co-teaching models influence teacher efficacy. I used a convergent mixed-methods research design and collected data through pre- and post-surveys including quantitative and qualitative items. Participants (N = 14) in the root cause analysis survey and the first intervention included K through 6th grade special education and general education teachers. The participants (N = 12) in the second intervention included 4th through 6th grade general and special education co-teachers.

Three key findings emerged. First, before the training, teachers reported primarily using the one teach, one assist model and made little use of other approaches. Second, after the training, teachers reported greater confidence and collective teacher efficacy in using multiple co-teaching models and demonstrated a clearer understanding of classroom roles and responsibilities. Quantitative data supported these improvements, with only 40.3% of iv participants initially understanding all co-teaching models, but post-assessment results indicated notable growth in teacher knowledge and confidence related to co-teaching practices and shared instructional responsibilities. Finally, despite these gains, teachers and administrators emphasized finding consistent time for collaborative planning remains the biggest barrier to fully implementing and sustaining effective co-teaching practices.

This study strengthened collective teacher efficacy, which has an effect size of 1.57 on student achievement and is the strongest of Hattie’s factors. By fostering collaboration, providing targeted professional development, scheduling time for facilitated planning, and implementing evidence-based co-teaching strategies, progress was made in creating more inclusive and equitable learning environments where all students can thrive academically and socially. Furthermore, the findings contribute to the growing body of knowledge on co-teaching and inform strategies for building collective teacher efficacy to increase student achievement.

Disciplines

Education | Educational Leadership

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