Teacher's Attitudes Towards Teacher Collaboration: The Case of the Department of English at the University of Mascara.

It is indisputable that teaching is a demanding practice that requires time, effort, and patience. Having a colleague or a team to share the load and offer support should be regarded as a valuable asset, not a burden, unlike some teachers may believe. This work aims to explore the frequency of teacher collaboration in the Department of English at the University of Mascara. In addition, it attempts to identify the factors that may discourage or obstruct EFL teachers in the department from practising collaboration, which is considered as a variable in improving teachers’ instruction, fostering a strong educational environment and leading to better students’ outcomes. To address this issue, the researchers adopted a mixed-methods approach to gather valid and objective data, which involved two research tools: the questionnaire and the interview with a sample of 07 EFL teachers in the English Department at the University of Mascara. The findings revealed a limited extent of collaboration among EFL teachers due to a combination of structural, interpersonal, and cultural barriers. Thereby, the study successfully achieves its objective. Inresponse to the findings, this study suggests several actionable recommendations for teachers, along with policymakers, to promote teacher collaboration in the department and overcome the identified obstacles, in addition to specific pedagogical suggestions aimed at promoting collaboration at the level of the English Department.Keywords: Teacher Collaboration, EFL teachers, structural barriers, interpersonal barriers, cultural barriers, pedagogical suggestions.