Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment

This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.