Unveiling the Pedagogical Partnership: Exploring Co-Teaching and Self-Efficacy in Science and Arts Educators

In contemporary educational settings, co-teaching has emerged as a promising approach to foster inclusive and collaborative learning environments. This study delves into the dynamic realm of co-teaching by focusing on its impact on the self-efficacy beliefs of teachers, pursuing science and arts disciplines. Self-efficacy, as defined by Bandura (1977), plays a pivotal role in shaping academic performance and motivation. However, limited research has systematically examined the interplay between co-teaching and self-efficacy within these distinct academic domains. The primary objective of this study is to investigate whether a significant correlation exists between the self-efficacy levels of science and arts teachers when engaged in co-teaching environments. To achieve this, a crosssectional research design was employed, involving a representative sample of science and arts teachers from various educational institutions. Data collection included the administration of a standardized self-efficacy questionnaire, encompassing five key dimensions: co-planning efficacy, co-instruction efficacy, co-assessment efficacy, co-classroom management efficacy, and coprofessional development efficacy. This study contributes to the ongoing discourse on effective pedagogical strategies and Teachers selfefficacy across diverse academic disciplines. It underscores the importance of fostering collaborative learning environments and tailoring co-teaching experiences to meet the unique needs of science and arts teachers. Further investigation into this area promises to enhance the educational landscape, promoting holistic student development and inclusive classroom practices.