The practice of team teaching involves more than one instructor participating in the delivery of education in a classroom. In team teaching, a group of instructors collaborate to organize, carry out, and assess learning activities for the same group of pupils, according to Robinson and Schaible (1995). Team members often come from various topic specialties but work together to develop lessons for the same set of students over the same planning time. Team teaching offers a friendly setting that alleviates the loneliness of working in compartmentalized or self-contained classrooms for the teachers who so often work alone. Students do better when taught in groups because they are more independent and take ownership of their education.
A technique of coordinated classroom instruction called “team teaching” includes a team of two or more instructors collaborating with a single class of pupils. Teachers may monitor and evaluate one other’s pedagogy while working with the same class, assisting one another to improve the learning outcomes for students. The foundation of team teaching is cooperation. It is a collaborative method that allows educators to help one another in practice improvement while meeting the different academic and social requirements of children. Why is team teaching important for student retention and academic achievement?
Academic success of students is very important and critical in team teaching because from the students’ assessment, their results will explain how effectively team teaching reflected on their academic success.
All children get thorough teaching from teachers on a regular, consistent basis. They are both seen as equals in the classroom and neither is the primary instructor (Murawski & Dieker, 2008). The goal of team teaching has been to guarantee that every student realizes their potential and to satisfy the demands of all students’ academic accomplishment (Ablye- Taylor, 2014). To profit from team teaching, some prerequisites must be met; enthusiasm and energy are important. According to researchers, team teaching has a good effect on students’ academic achievement at technical institutions (Syh-Jong, 2006).
In addition to the diverse operational definitions of cooperation, there were a wide range of people who collaborated on research. Studies have looked at collaboration between a range of people, including teachers working with other teachers (Brown & Green, 2014), administrators working with teachers (Cerit, 2012), district staff working with teachers (Bruce, Esmonde, Ross, Dookie& Beatty, 2010), and teachers working with instructional coaches (e.g. Campbell and Malkus, 2011).
Several studies in the body of literature on collaboration ignore the impact it has on students’ academic performance (Honingh & Hooge, 2014, for instance) or concentrate on other advantages of cooperation (Levine & Marcus, 2009). Some studies that do look at the impacts of collaboration on student accomplishment rely on anecdotal evidence to substantiate their assertions (like Brown & Green, 2014), while others provide no data at all to back up their conclusions (e.g. Egodawatte, McDougall, and Stoilescu, 2012).
According to findings from previous studies, teacher collaboration is linked to greater student achievement (Dumay, Boonen, & Van Damme, 2013), contributes to the development of a positive workplace (Egodawatte et al., 2012), is influenced by school leadership (Goddard, Goddard, Kim, and Miller, 2015; Honingh & Hooge, 2014), is linked to collective efficacy (Dumay, Boonen, & Van Damme, 2013; (Thessin, 2015; Vescio, Ross, & Adams, 2007). While these results are instructive, they do not establish a link between teamwork and improved student accomplishment. It is pragmatic to investigate the advantages of cooperation on student accomplishment, supposing that improving student achievement is the ultimate objective of all educational methods.
Exams and ongoing evaluations are often used to assess academic achievement, but there is no consensus on the optimal methods or factors to consider, such as whether procedural knowledge, such as skills, or declarative information, such as facts, are more important (Tomas 2011). Aspects like exam anxiety, surroundings, motivation, and emotions need to be taken into account when building models of academic accomplishment since there are conflicting data about whether individual components correctly predict academic performance.
According to Mildred Murray (1996), this can be observed in private and public schools where students who performed well on public exams turned to draw more students and school administrators turned to raise tuition fees than schools with lower than schools with lower academic achievement. A school with more academic achievement would receive more funding than a school with less achievement.
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