Collective teacher efficacy and student achievement in inclusive classrooms: Kansas co-teachers’ perspectives for leadership practice

Abstract

Co-teaching is a widely used service delivery model for supporting students with disabilities in inclusive classrooms; however, its impact on student achievement remains debated. Although associated with increased access and student engagement, variability in implementation raises questions about its effectiveness. Collective teacher efficacy (CTE), defined as educators’ shared belief in their ability to positively influence student learning, has been strongly linked to improved student outcomes, yet limited research has examined its development within co-teaching partnerships. This basic qualitative study explored the experiences of general and special education teachers co-teaching in Kansas public schools, focusing on their perceptions of CTE and interpretations of co-teaching’s influence on student learning outcomes. Data were collected through pre-interview questionnaires, individual semi-structured interviews, and dyadic interviews with co-teaching pairs and analyzed using inductive thematic analysis, including In Vivo and pattern coding. Findings revealed eight interrelated themes emphasizing relational trust, collaborative professional learning, student growth as reinforcement of collective teacher efficacy, instructional responsiveness, student engagement and belonging, structural and organizational conditions, and leadership engagement. These themes informed a cyclical conceptual framework illustrating how CTE develops through the interaction of relational, instructional, and organizational factors, reinforced by evidence of student growth. This study contributes to understanding how collective teacher efficacy emerges within co-teaching partnerships and highlights the importance of leadership, collaboration, and organizational supports in strengthening inclusive instructional practices and improving student outcomes.