Working Papers,
Stockholm School of Economics, Center for Educational Leadership and Excellence

Abstract: This working paper evaluates the measurement properties of teacher collaboration items from a survey distributed by LegiLexi to Swedish primary school teachers (N = 2,124). Nine items capturing the frequency and quality of professional interactions with teacher teams, school leaders, and broader school climate were examined using descriptive statistics, principal component analysis, confirmatory factor analysis, internal consistency estimates, and intraclass correlations. A two-factor confirmatory model distinguishing horizontal collaboration (teacher team) from vertical collaboration (principal/school leaders), with correlated uniquenesses for parallel item content, provided excellent fit to the data (χ²(5) = 7.37, p = .195, CFI = .999, RMSEA = .016). The two factors were moderately correlated (r = .36), confirming empirically distinct dimensions. Preliminary school-level correlations with student literacy outcomes from LegiLexi reading assessments were explored. The results establish a measurement foundation for future research on teacher collaboration and student reading outcomes in Swedish primary schools.

Keywords: teacher collaboration; measurement validation; confirmatory factor analysis; primary school; LegiLexi; Swedish School Inspectorate

13 pages, February 25, 2026

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