THE EFFECT OF TEACHER COLLABORATION AS THE EMBODIMENT OF TEACHER LEADERSHIP ON EDUCATIONAL MANAGEMENT STUDENTS’ CRITICAL THINKING SKILLS

The embodiment of teacher leadership has currently shifted onto the practice of teacher collaboration due to its potential
to solve students’ problems such as low critical thinking skills. Accordingly, this study quantitatively aimed to examine the effect of
teacher collaboration on educational management students’ critical thinking skills as well as their critical thinking retention.
Subsequently, it qualitatively investigated the students’ perspectives on teacher collaboration. 60 students selected randomly took
part in the experimentation, in which 30 students were taught with teacher collaboration, and other 30 students were taught with
individual lecturing. 10 students taught with teacher collaboration were further selected purposively to be interviewed for the
qualitative investigation. Descriptive statistics alongside paired and independent t-tests were deployed to analyze the experiment
results, and an interactive model was adopted to analyze the qualitative findings. The experiment showed that teacher collaboration
had a more positive and significant effect on students’ critical thinking skills than its counterpart did. The students taught with
teacher collaboration enjoyed good retention of critical thinking skills as well. The students perceived that teacher collaboration improved their collaborative skills, awareness, and metacognitive skills in learning. Implication, limitation, and recommendation are
discussed.
Keywords: Collaborative skills, critical thinking skills, learning awareness, metacognitive skills, teacher collaboration, teacher
leadership.