Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 112Teacher Education and Leadership StudiesCollaborative Teaching and InclusionEducational Assessment and Improvement

The DOI matches its Crossref record; 44 of the 44 references it cites were found in a registry or an index.

Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams

Open access
Kolleck, Nina, Schuster, Johannes, Hartmann, Ulrike, Gräsel, Cornelia·2021·Research in Education
DOI 10.1177/00345237211031585
Open this paper in CoChat — free account

Abstract

In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers’ embeddedness in collaboration networks and teachers’ trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers’ trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity.

Overview

Integrity signals

Registry

Crossref · 10.1177/00345237211031585

Cites

44 of 44 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 44 references

Research works printed but not linked: 5

  1. Gräsel C, 2006, Zeitschrift Für Pädagogik, 52, 205
  2. Kassebaum BU (2004) Interpersonelles Vertrauen – Entwicklung eines inventars zur erfassung spezifischer aspekte des konstrukts . Dissertation, Universität Hamburg, Germany.
  3. Kricke M, 2016, Teamteaching: Eine Neue Kultur Des Lehrens Und Lernens
  4. Luhmann N, 2009, Vertrauen: Ein Mechanismus Der Reduktions Sozialer Komplexität
  5. Mora-Ruano JG, 2018, Frontiers in Education, 3

Cited by

Related

See all

Metadata

Authors
Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C.
Affiliations
University of Wuppertal (DE)
Corresponding author
Kolleck, Nina
ORCID
Venue
Research in Education
Publisher
SAGE Publications
Published
2021-07-09
Volume
111
Issue
1
Pages
89-107
ISSN
  • 0034-5237 (ISSN-L)
  • 2050-4608
DOI
10.1177/00345237211031585
OpenAlex
W3179962738
Cited by
65
References
44
Citations by year
2026: 23 · 2025: 22 · 2024: 15 · 2023: 2 · 2022: 2 · 2021: 1
FWCI
8.79
Type
journal article
Language
en
Open access
Licence
Locations
  • Research in Education (publishedVersion, cc-by)
  • Pedocs (German Institute for International Educational Research) (publishedVersion, cc-by)
  • Qucosa (Saxon State and University Library Dresden) (submittedVersion, other-oa)
  • peDOCS (cc-by)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Education › Educational Assessment and Improvement
Keywords
teacher collaboration, teacher teams, trust relationships, team teaching, social networks, homophily, reciprocity, transitivity, secondary schools, teacher professional development

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.