Profiles of facilitators’ beliefs about collaboration and how they relate to experience, job satisfaction, self-efficacy, and willingness to innovate
Journal article › Research › Peer reviewed
Publication data
| By | Ella Dorothea Hansen, Rebekka Stahnke, Malte Lehmann, Bettina Rösken-Winter |
| Original language | English |
| Published in | Teaching and Teacher Education, 176, Article 105515 |
| Editor (Publisher) | Elsevier Ltd |
| ISSN | 0742-051X, 1879-2480 |
| DOI/Link | https://doi.org/10.1016/j.tate.2026.105515 |
| Publication status | Published – 07.2026 |
| Keywords | Collaboration, Self-efficacy, Facilitators, Professional development, Innovation |
Collaboration among teachers can enhance the impact of professional development (PD). However, little is known about how the facilitators providing teacher PD view collaboration. This study explores facilitators’ beliefs about collaboration and how these relate to their experience, job satisfaction, self-efficacy, and willingness to innovate, as variables linked to the implementation of innovations. 190 German facilitators for mathematics teacher PD participated in an online survey. Latent profile analysis revealed three profiles of beliefs: Selective Collaborators, Moderate Collaborators, and Collaboration Enthusiasts. Collaboration Enthusiasts showed higher self-efficacy and willingness to innovate than Moderate Collaborators, highlighting how positive beliefs about collaboration may support the transfer of innovation.
