Perceptions of Effective Co-Teaching Partnerships in High School Inclusive Classrooms

The purpose of this qualitative study was to examine the characteristics and contextual factors that general education and special education teachers perceive as essential for effective co-teaching partnerships in high school inclusive classrooms. The study, which involved in-depth interviews with general and special education teachers in co-teaching partnerships, was conducted within a constructivist paradigm to shed light on interpersonal, communicative, and systemic variables that contribute to a positive, productive co-teaching experience. Purposeful sampling was employed to select general and special education teachers who were part of co-teaching partnerships. Thematic analysis was used to analyze data from semi-structured interviews, and an iterative coding process was used to establish thematic saturation. Key characteristics and contextual factors of effective co-teaching partnerships, as reported by study participants, included clear communication, mutual trust, shared instructional ownership, flexibility, and supportive administrative and structural conditions. Targeted professional learning and intentional relationship-building practices were recommended based on study findings. Recommendations for school and district administrators, as well as teacher preparation programs, include providing sustained co-teaching training, protected co-planning time, and preparation for collaborative inclusive practice. The findings of this study will inform leadership practice, guide professional development, and strengthen the implementation of inclusive co-teaching in secondary schools.