Collaboration and Shared Responsibility in Team Teaching Scale (CSTT)

Abstract

The Collaboration and Shared Responsibility in Team Teaching (CSTT; Decuyper et al., 2023) was developed as a survey to measure collaboration and shared responsibility within the context of team teaching. Initially, the CSTT scale comprised 20 items, distributed across two primary scales: collaboration (12 items) and shared responsibility (8 items). The development of the collaboration dimension incorporated five items from the Student Teachers’ Team Teaching Perceptions Questionnaire (STTPQ) by De Backer et al. (2021) and seven items inspired by conditions for successful collaboration identified in the literature review on student teachers’ team teaching by Baeten & Simons (2014). For the shared responsibility dimension, four items were adapted from an instrument developed by Vangrieken et al. (2017), with an additional four items newly constructed to encompass key classroom tasks such as lesson evaluation and student outcomes (e.g., learning outcomes, well-being, and motivation). An expert review was conducted to evaluate the content validity, focusing on clarity, relevance, and quality of the items, which led to the removal of one item. Data were gathered from participants in Flemish schools. Factor analysis subsequently reduced the scale to 15 final items distributed across the two dimensions. The study reported on the reliability, validity, and invariance of the scale.

Keywords

Collaboration, Shared Responsibility, Team Teaching Practices, Teacher Attitudes, Educational Measures, Responsibility, Team Teaching Method.

Authors

Decuyper, Aron; Tack, Hanne; Vanblaere, Bénédicte; Simons, Mathea; Vanderlinde, Ruben

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Purpose

The Collaboration and Shared Responsibility in Team Teaching (CSTT) aims to assess the typical features inherent in the practice of team teaching itself, with a specific focus on collaboration and shared responsibility.

Validity

Test validity: The results of the factor analysis confirmed the structural validity of the measure.

Reliability

Internal consistency: The CSTT demonstrated strong internal consistency, with Cronbach’s alphas of 0.949 for the collaboration dimension and 0.879 for the shared responsibility dimension, both of which are critical aspects of team teaching practice.

Factor Analysis

Both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. EFA revealed a 2-factor solution. Among the initial 19 items, four items (C10, SR2, SR7, and SR8) had factor loadings below 0.70 and were consequently removed, resulting in a retained set of 15 items. A confirmatory weighted least squares mean and variance adjusted factoring analysis was then performed on the 2-factor structure comprising these 15 items. Several fit indices were calculated to determine if the proposed factor structure from the EFA aligned with the empirical data. The fit indices were as follows: X² = 108.094, df = 89, p = 0.082; X²/df = 1.213; CFI = 0.975; TLI = 0.971; RMSEA = 0.028; SRMR = 0.039. The results of the CFA indicated a good fit for the initial two-factor model, with factors identified as collaboration (10 items) and shared responsibility (5 items). These findings support the validity of the measure.

Measurement invariance: The study provided support for configural, metric, scalar, and strict invariance across different lengths of teaching experience, education types, and frequency of team teaching.

Instrument: Collaboration and Shared Responsibility in Team Teaching (CSTT)

Test Type: Original Instrument Type: Inventory/Questionnaire

Format: Items are rated using a 5-point Likert scale.

Language Available: Dutch

Language Present: Dutch; English

Population Group: Human (Male, Female)

Age Group: Adulthood (18 yrs & older), Young Adulthood (18-29 yrs), Thirties (30-39 yrs), Middle Age (40-64 yrs).

Population Details: The study participants were teachers with team teaching experience, located in Belgium.

Test Methodology: The methodology included Test Validity, Content Validity, Test Reliability, Internal Consistency, Factor Analysis, Confirmatory Factor Analysis, Exploratory Factor Analysis, and Measurement Invariance.

Keywords

Collaboration, Shared Responsibility, Team Teaching Practices, Teacher Attitudes.

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Authors

Decuyper, Aron

• Affiliation: Ghent University, Department of Educational Studies

• Email: [email protected]

Tack, Hanne

• Affiliation: Ghent University, Department of Educational Studies

• Email: [email protected]

Vanblaere, Bénédicte

• Author ORCID Identifier: http://orcid.org/0000-0002-2036-4560

• Affiliation: Artevelde University of Applied Sciences

• Email: [email protected]

Simons, Mathea

• Affiliation: University of Antwerp, Department of Social Sciences

• Email: [email protected]

Vanderlinde, Ruben

• Author ORCID Identifier: http://orcid.org/0000-0002-4912-3410

• Affiliation: Ghent University, Department of Educational Studies

• Email: [email protected]

Correspondence Address:
Aron Decuyper: Ghent University, Department of Educational Studies, Ghent, Belgium, 9000, [email protected]

Permissions & Fee and Test Year

Permissions: The CSTT may be used for research and teaching purposes.
Commercial Use: No
Fee: No
Test Year: 2023

References

Decuyper, A., Tack, H., Vanblaere, B., Simons, M., & Vanderlinde, R. (2023). Collaboration and shared responsibility in team teaching: A large-scale survey study. Education Sciences, 13(9), 1–20. https://doi.org/10.3390/educsci13090896

Items of the Collaboration and Shared Responsibility in Team Teaching (CSTT)

Collaboration and Shared Responsibility in Team Teaching Scale (CSTT)

The CSTT Scale (English Version)

De CSTT Schaal (Nederlandstalige Versie)