Teacher Collaboration: Student's Achievement and Professional Development in Libyan Higher Education

Abstract

This research paper examines teacher collaboration in relation to student achievement and professional development in higher education in Libya. Defined as shared planning, instructional strategies, and reflective practices among educators, teacher collaboration is recognized as a crucial factor in improving educational outcomes. A questionnaire was distributed to a selection of English language teachers, with 50 respondents participating. Through a review of relevant literature and analysis of the collected data, the study highlights the importance of structured collaboration in creating an effective learning environment and fostering continuous professional growth. Findings also indicate that well-supported teacher collaboration can significantly enhance both student learning and teacher efficacy, advocating for its integration into educational practices to promote comprehensive improvements in education.