The Structural Interaction between Teachers’ Collaboration and Inquiry-Based Learning Networks: Effects on the Implementation of Inquiry-Based Learning
Abstract
The purpose of this study is to clarify the structural relationship between teacher collaboration and Inquiry-Based Learning (IBL) networks in the diffusion process of IBL among Japanese teachers (N = 650). Teacher collaboration was measured using three subscales: teacher collaboration among colleagues (CF1), leadership by administrators (CF2), and partnerships with communities and parents (CF3). The analysis revealed high correlations among CF1–CF3 (r = .62-.69) and moderate correlations with the IBL Network (r = .31-.41), indicating the interconnection between intra-school and extra-school collaborative cultures and IBL networks. Furthermore, a Seemingly Unrelated Regression (SUR) model demonstrated a statistically significant reciprocal facilitation relationship between collaboration and the IBL network. These results suggest that the diffusion of IBL is mutually promoted by strong internal interactions (collaboration within schools), external network linkages (diffusion across contexts), and the formation of inquiry-related teacher networks.
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