Perceptions of secondary teachers on creating a collaborative school culture

This research study explores the perceptions of secondary teachers creating a collaborative school culture. The study draws on both field research and a literature review to examine the nature and impact of teacher collaboration in the classroom and how that relates to school culture. The literature suggests that collaborative teaching practices have a significant impact on teacher professional development, with teachers who collaborate effectively exhibiting higher levels of job satisfaction and sustainability in the profession, all while having a positive effect on student learning outcomes. This phenomenological study used semi-structured interviews to gather the perceptions of secondary school teachers. Dramaturgical coding organized the data into a narrative that combines the voices of the participants and theatrically showcases their ideas. The findings of the study reveal that, in practice, collaboration sometimes misses the mark in schools, leaving teachers both exhausted and discouraged. This study concludes with recommendations for promoting teacher collaboration in schools and fostering a culture of collaboration among teachers. These recommendations include conducting research to assess the mental capacity of teachers in the wake of the COVID-19 pandemic and giving more agency to teachers regarding how they might collaborate with one another.