Teacher collaboration and teacher self-efficacy in diverse schools

Purpose The current study aimed to examine the relationship between school composition variables (socioeconomic and migration background of students) and teacher collaboration and teacher self-efficacy. Design/methodology/approach Multilevel analyses of variance were conducted using the Dutch Teaching and Learning International Survey 2018 data. Findings Teacher collaboration was positively related to teacher self-efficacy in classroom management, instruction and student engagement as well as to teacher self-efficacy in multicultural classrooms. Furthermore, the analyses showed a positive relationship between socioeconomic background and teacher self-efficacy in classroom management and student engagement, but a negative relationship between migration background and teacher self-efficacy in classroom management. Finally, teachers working in schools with higher proportions of students from low socioeconomic and/or migration backgrounds reported higher levels of self-efficacy to teach in multicultural classrooms. Originality/value Former research on this topic has generally been small in scale and has employed qualitative data in urban contexts only, mostly focusing on either socioeconomic or migration backgrounds. The present study used a quantitative approach and examined both types of diversity.