Obstacles to Senior High School Teachers’ Collaboration in the Libode Education District, South Africa

Abstract

This study investigated the obstacles to senior high school teachers’ collaboration in the Libode Education District, South Africa. The qualitative research approach was adopted. The design used was a case study. A convenience sampling strategy was used to select twelve (12) teachers and three (3) principals from three (3) different senior high schools. Face-to-face in-depth individual interviews were conducted. Data were collected through the use of field notes. Permissions were sought from education authorities, school heads and teachers. Collected data were analysed using the interpretational analytical strategy. Findings on the obstacles to teacher collaboration included competition among teachers, the practice of teacher individualism and isolation, the inadequacy of knowledge and information sharing, the prevalence of negative attitudes towards classroom observation, the existence of moderate network among teachers from different schools, the inadequacy of teacher professional development activities and the existence of inadequate leadership practices. Recommendations made were that the South African Department of Education in collaboration with school management should organise training sessions for all teachers where they are asked to refrain from the practice of individualism, isolation and competition in carrying out their professional practices. Subject advisors and heads of departments should cultivate the professional habits of motivating teachers under their supervision toward developing positive attitudes toward collegiality and collaboration. Subject advisors, school heads and heads of departments should encourage all teachers to engage with teachers from other schools to share knowledge and information and to enquire into their collective practices for empowerment and improvement