The focus of this study was to determine the impact of team teaching on teacher efficacy, burnout, and student engagement in an elementary school setting. Few if any studies have examined the relationship between team teaching and feelings of efficacy and burnout with elementary school teachers. The purpose of this study was to determine if team teaching was a viable and workable approach for teachers in the elementary school settings to develop teacher efficacy, avoid burnout, and increase student engagement. This study utilized a qualitative methodology to collect data from three participants who were team teaching at the same elementary school who were interviewed twice. Participants were also observed during a team teaching lesson. As a result of team teaching, whereby they modeled collaboration, demonstrated how to build and maintain relationships, and learned together, teachers felt more effective, energized, and excited to teacher their students, thereby curbing burnout and increasing student engagement. This study found that team teaching at this site increased school wide collaboration and led to a stronger school community.
","abstract_html":"<p>The focus of this study was to determine the impact of team teaching on teacher efficacy, burnout, and student engagement in an elementary school setting. Few if any studies have examined the relationship between team teaching and feelings of efficacy and burnout with elementary school teachers. The purpose of this study was to determine if team teaching was a viable and workable approach for teachers in the elementary school settings to develop teacher efficacy, avoid burnout, and increase student engagement. This study utilized a qualitative methodology to collect data from three participants who were team teaching at the same elementary school who were interviewed twice. Participants were also observed during a team teaching lesson. As a result of team teaching, whereby they modeled collaboration, demonstrated how to build and maintain relationships, and learned together, teachers felt more effective, energized, and excited to teacher their students, thereby curbing burnout and increasing student engagement. This study found that team teaching at this site increased school wide collaboration and led to a stronger school community.</p>","abstract_has_math":false,"creators":["Degan, Jenna Christine"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Jennifer Lucko, PhD","Suresh Appavoo EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:44Z","subjects":["team teaching","collaboration","burnout","efficacy","student engagement","general education","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/318","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jennifer Lucko, PhD","Suresh Appavoo EdD"]},{"key":"dc:creator","label":"Author","values":["Degan, Jenna Christine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-04-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["team teaching","collaboration","burnout","efficacy","student engagement","general education","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/318"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this study was to determine the impact of team teaching on teacher efficacy, burnout, and student engagement in an elementary school setting. Few if any studies have examined the relationship between team teaching and feelings of efficacy and burnout with elementary school teachers. The purpose of this study was to determine if team teaching was a viable and workable approach for teachers in the elementary school settings to develop teacher efficacy, avoid burnout, and increase student engagement. This study utilized a qualitative methodology to collect data from three participants who were team teaching at the same elementary school who were interviewed twice. Participants were also observed during a team teaching lesson. As a result of team teaching, whereby they modeled collaboration, demonstrated how to build and maintain relationships, and learned together, teachers felt more effective, energized, and excited to teacher their students, thereby curbing burnout and increasing student engagement. This study found that team teaching at this site increased school wide collaboration and led to a stronger school community.
"]},{"key":"dc:title","label":"Title","values":["Stronger Together: A Case for Team Teaching in the Elementary School Setting"]}]}],"canonical_facts":{"dc:contributor":["Jennifer Lucko, PhD","Suresh Appavoo EdD"],"dc:creator":["Degan, Jenna Christine"],"dc:date.available":["2018-04-23T07:00:00Z"],"dc:description.abstract":["The focus of this study was to determine the impact of team teaching on teacher efficacy, burnout, and student engagement in an elementary school setting. Few if any studies have examined the relationship between team teaching and feelings of efficacy and burnout with elementary school teachers. The purpose of this study was to determine if team teaching was a viable and workable approach for teachers in the elementary school settings to develop teacher efficacy, avoid burnout, and increase student engagement. This study utilized a qualitative methodology to collect data from three participants who were team teaching at the same elementary school who were interviewed twice. Participants were also observed during a team teaching lesson. As a result of team teaching, whereby they modeled collaboration, demonstrated how to build and maintain relationships, and learned together, teachers felt more effective, energized, and excited to teacher their students, thereby curbing burnout and increasing student engagement. This study found that team teaching at this site increased school wide collaboration and led to a stronger school community.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/318"],"dc:subject":["team teaching","collaboration","burnout","efficacy","student engagement","general education","Elementary Education"],"dc:title":["Stronger Together: A Case for Team Teaching in the Elementary School Setting"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:44Z"}