The impact of mandated collaboration in the workplace
A case study of Ethiopian primary school teachers
Bibliographic Data
| ID | 21530733 |
|---|---|
| Authors | Esayas Teshome Taddese (0000-0001-8988-7311, UNITAR International University, corresponding author) |
| Year | 2024 |
| Volume | 43 |
| Issue | 4 |
| Pages | 1327-1343 |
| Publication date | 2024-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2023.2269902 |
| OpenAlex | W4387767016 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
This 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
Autonomy · Collegiality · Faculty Development · Focus group · Pedagogy · Political science · Professional development · Qualitative research · Social science · Sociology · Teacher education · Collaborative Teaching and Inclusion · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
A Step-by-Step Guide to Qualitative Data Coding
Teacher collaboration
The Persistence of Privacy
Case Study Research
Effective Teacher Professional Development
Change Forces
School-based collaboration as a learning context for teachers
How Teachers Experience Collaboration
Building teacher and school capacity to teach to ambitious standards in high-poverty schools
Teaming up
Influence of teacher collaboration on job satisfaction and student achievement
School-based teacher collaboration
Systemic professional learning through collaborative inquiry
The networked instructor
Teacher learning in the context of teacher collaboration
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |