A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools

Background/Context: A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time,
there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement. The purpose of this study was to review the literature and empirically test the relationship between a theoretically driven measure of teacher collaboration for school improvement and student achievement.