Not More, but Different: Differential Predictor Profiles of Surface Exchange and Deep Collaboration Across 52 Education Systems

Teachers routinely exchange materials yet far fewer co-teach or observe peers. Using TALIS 2024 data (N = 159,463; 10,495 schools; 52 systems), this study asked whether this prevalence gap reflects different correlate profiles rather than a single continuum. Three-level doubly-latent SEMs regressed deep collaboration on predictors while conditioning on surface exchange, and regressed the same predictors in parallel on exchange. Professional value orientation was associated with deep collaboration (β = .048, 95% CI [.040, .056]) but not exchange; autonomy showed a weak contrary contrast; school-mean exchange culture was the strongest school-level correlate (β = .462, 95% CI [.384, .540]). These differential patterns held under outcome-side measurement-error correction. Findings are reported as differential association structures, not evidence for distinct organizational processes: surface exchange and deep collaboration are partially distinct empirical targets whose correlate profiles differ—a descriptive distinction with implications for how school improvement research and policy treat the two forms.