Abstract
Merging the variables from the 2018 TALIS, the 2018 PISA, and the 2004 GLOBE study, the present research investigates the associations between contextual variables and teacher collaboration across national boundaries, which is essential to understand teacher collaboration in a broader context. Employing multi-level linear models, this study specified the variance in teacher collaboration related to teacher characteristics, school factors, and country policy and cultural variations, respectively. The results revealed that the teacher-level factors are associated with a significant proportion of variance in the outcome. Meanwhile, school culture, leadership, student composition, and country-level policy are influential for teacher collaboration.
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