Exploring the Viability of Team Teaching as a Solution to Enhance the Teaching and Learning of Religious Education in Lesotho Secondary Schools

There is widespread acceptance of the numerous benefits that team teaching presents.It encourages teachers to blend their own abilities and knowledge, resulting in a synergistic impact that can lead to a more thorough comprehension of a subject.However, nothing is known about the effectiveness of this strategy for improving Religious Education teaching and learning in Lesotho secondary schools.This study employed a qualitative case study supported by Albert Bandura's Social Cognitive Theory to investigate the feasibility of team teaching in Lesotho religious education classrooms.Semi-structured interviews were employed to get meaningful data.Purposive sampling was used to pick six religious education instructors, one from each six selected in the Northern Religious Education Association of Lesotho.The data acquired from interviews was analysed using hermeneutic phenomenological analysis, and the following findings emerged: there is a wide range of collaboration among instructors, with beneficial outcomes such as the sharing of knowledge and greater understanding of religious education issues.However, some educators are still inexperienced with team teaching, inconsistent teamwork, and scheduling restrictions, emphasising the necessity for trainings.The study suggests that specialised professional development programmes, resource allocation, and a collaborative culture make team teaching a feasible option.