Comparing the Association Between Teacher Collaboration and Mathematics Achievement Across Contexts: Evidence from Shanghai and England

Abstract

Teacher collaboration is increasingly recognized as a key component of effective instruction and student learning. However, limited research has explored how this collaboration indirectly shapes student outcomes through its influence on teaching practices—especially within mathematics education and across different national contexts. This study addresses this gap by examining the mediating role of teaching practices in the relationship between teacher collaboration and student mathematics achievement, using data from the OECD (Organization for Economic Co-operation and Development) Global Teaching Insights (GTI) study. A structural equation modeling approach was employed to compare these relationships in Shanghai and England. The results indicate that teacher collaboration is positively associated with student achievement in mathematics, primarily through its indirect influence on teaching practices. Notably, the strength of this mediated relationship was greater in the England sample. These findings highlight the importance of fostering collaborative professional environments and offer cross-national insights into how collaborative practices can support student learning through enhanced instruction.