Synergizing teacher collaboration to foster active learning strategies, student engagement and achievement in physics: a unified analysis across nine countries

Abstract This investigation explores the nexus between professional teacher collaboration, active learning methodologies, teaching promoting student engagement in physics classes and physics achievement. Leveraging Trends in International Mathematics and Science Study Advanced 2015 data from 1729 physics instructors across nine countries, it probes the extent to which collaborative practices among teachers influence their teaching to enhance active learning and engagement. Analytical techniques include Spearman correlations, confirmatory factor analysis, and structural equation modeling. Results reveal a robust model, confirmed by a Comparative Fit Index of 0.989 and Tucker–Lewis Index of 0.988, suggesting a good fit with the empirical data, alongside a Root Mean Square Error of Approximation of 0.053. The analysis demonstrates that teacher collaboration (‘Collab’) significantly predicts active learning (‘Active’) with a notable effect ( β = 0.344, p < 0.001), which in turn significantly enhances student engagement (‘Engage’) ( β = 0.438, p < 0.001). Additionally, ‘Engage’ is also directly influenced by ‘Collab’ ( β = 0.174, p < 0.001). Although the relationship between ‘Collab’ and physics achievement (‘Physics’) is weaker, it remains significant ( β = 0.063, p = 0.019). These findings support the enhancement of teacher collaboration as a catalyst for active learning and student engagement, which could indirectly foster improvements in physics achievement globally.