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.
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Keywords:
co-teaching, pedagogical leadership, distributed leadership theory, student
engagement, academic performance, action research, Bhutan
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