The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers

Abstract

AbstractThis qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers’ professional practices based on the experience of primary school teachers in Ethiopia. The study adopted a constructivist orientation, which prompted the use of qualitative methods of inquiry, and data were collected through eighteen one-to-one interviews and three focus group discussions (FGDs). The findings indicated that implementing mandated teacher collaboration might be helpful in the early stages of teacher collaboration as a starter from which a voluntary and authentic collaborative culture emerges, yet it is not necessarily a good thing once collaborative practices are well initiated. That means, despite its potential for fostering teacher professional learning, mandated collaboration can be a threat to the professional autonomy of teachers; it can also intensify conflict, nurture groupthink, and promote social loafing among teachers.KEYWORDS: Teacher collaborationteacher professional learningprimary schoolprofessional developmentEthiopia Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEsayas Teshome TaddeseDr. Esayas Teshome Taddese (ኢሳያስ ተሾመ ታደሰ) is a lecturer in Faculty of Education and Humanities at UNITAR International University, Malaysia. He received his Ph.D. in Comparative Education from Northeast Normal University in People’s Republic of China in 2023. His research interests lie in the areas of teacher education, teacher professional development, pedagogy, and comparative education.