TEACHER EMPOWERMENT AND COLLABORATIVE TEACHING PRACTICES AT THE PRIMARY SCHOOL LEVEL: AN EMPIRICAL STUDY

Abstract

In the context of 21st -century education, collaborative teaching practices are essential for improving instructional quality and fostering holistic student development. Teacher empowerment plays a vital role in encouraging teachers to participate actively in collaborative professional practices. The present empirical study examines the relationship between teacher empowerment and collaborative teaching practices among female primary school teachers teaching Grades I-V. Using a descriptive survey method, data were collected from teachers of one primary school through a structured questionnaire measuring teacher empowerment and collaborative teaching practices. Descriptive statistics and correlation analysis were employed for data analysis. The findings revealed a positive and significant relationship between teacher empowerment and collaborative teaching practices, indicating that empowered teachers are more likely to engage in collaborative planning, peer support, and professional cooperation. The study highlights the importance of supportive school leadership and empowering work environments in strengthening collaborative teaching at the primary level.