This study examined the impact of collaborative classroom management strategies on teacher job performance in public secondary schools in Yenagoa Local Government Area, Bayelsa State. A descriptive survey research design was employed, and five research questions were formulated to guide the investigation. Using a proportionate stratified random sampling technique, a total of 140 teachers—comprising 51 males and 89 females—were selected from public secondary schools in the area. Data were collected using a researcher-designed instrument titled Collaborative Classroom Management Strategies and Teacher Job Performance Questionnaire (CCMSTJPQ), structured on a four-point Likert scale. The instrument was validated by experts in Educational Management from Niger Delta University and tested for reliability using Cronbach’s Alpha, yielding a coefficient of 0.828, confirming a high level of internal consistency. Mean scores and standard deviation were used to analyze the responses, with a criterion mean of 2.50 set for interpretation. Findings revealed that collaborative strategies such as peer feedback and support, teamwork and communication, and knowledge sharing and resource exchange significantly influenced teacher job performance. These practices were found to foster an engaging, supportive, and motivating teaching environment, contributing to professional growth and enhanced instructional delivery. The study concluded that implementing collaborative classroom strategies positively impacts teacher effectiveness and job performance. It recommended that school administrators institutionalize peer observation, encourage collaborative teamwork, and facilitate knowledge sharing platforms among teachers to build a cohesive, high-performing teaching workforce. Keywords: collaborative strategies, teacher performance, peer feedback, teamwork, knowledge sharing
Otele et al. (Sun,) studied this question.