EVALUATING THE EFFECTIVENESS OF CO-TEACHING PRACTICES AS A PEDAGOGICAL LEADERSHIP STRATEGY
Abstract
This study evaluated the effectiveness of co-teaching as a pedagogical leadership strategy in improving student learning outcomes in grade 8 Science and grade 10 Mathematics at Drukjegang Central School, Bhutan. The study was conducted in response to persistent underperformance in these subjects over three consecutive years (2022–2024), with mid-term examination 2025 scores of 33.5% for Science and 32.0% for Mathematics—substantially below the national mean—necessitating an evidence-based intervention. Applying an action research approach that utilizes mixed-methods and is grounded in Distributed Leadership Theory (Spillane, 2006), a total of 130 participants (students, n=126; teachers, n=4) participated in the study over a course of an eight-week intervention period and comprised three phases: preparation; implementation; and evaluation. Quantitative data were collected through preand post-intervention examination scores and Likert-scale surveys, which were analyzed using descriptive statistics. Qualitative data were gathered through student reflections, semi-structured interviews, focus group discussions, and a research diary, which were analyzed using thematic analysis. Results revealed significant improvements: Science scores increased from 33.5% to 44.6% (+11.1 percentage points), and Mathematics scores from 32.0% to 48.7% (+16.7 percentage points). Survey data showed 84% of students agreed that co-teaching improved access to teacher help, 76% found lessons more engaging, and 80% reported increased confidence. Teacher responses were unanimously positive. Qualitative themes confirmed enhanced interaction, support, and comprehension. Limitations include no control group, potential researcher bias, short intervention duration, and non-board-standard marking. The study concludes that co-teaching is a viable pedagogical strategy, recommending structured planning, role clarification, and professional development for sustained effectiveness. The findings contribute empirical evidence to the limited research on co-teaching in the Bhutanese context and offer practical implications for school leaders and policymakers.