Alone or Together? Perspective of Teachers on Collaborative Practice Within the Organization

This study explored the challenges teachers face in group work, the coping mechanisms they employ, and the insights they gain from their experiences. Understanding these aspects is crucial in developing strategies to enhance teamwork in educational settings. A qualitative research design using phenomenology was employed to capture teachers' lived experiences in group work. In-depth interviews (IDIs) and focus group discussions (FGDs) were conducted with 10 purposively selected teachers who actively engage in collaborative tasks. Thematic analysis was applied to identify common patterns and insights from the data.Findings revealed that teachers encounter several challenges in group work, including unequal workload distribution, interpersonal conflicts and communication issues, time constraints and scheduling conflicts, lack of administrative support and resources, and differing levels of commitment and professional engagement. To manage these challenges, teachers utilize delegating clear role assignment, having open dialogue and conflict resolution strategies, practicing time management and prioritization, seeking external support and professional networks, and encouraging accountability and motivation strategies. From their experiences, teachers gained key insights: collaboration requires balance and fairness, strong communication enhances teamwork, administrative support is crucial, flexibility improves team dynamics, and a positive group culture motivates engagement. The study highlights the need for institutional support in ensuring fair task distribution, effective communication, and structured time management in group work.