The change process is not easy; effort is required to implement a change in any system. Saudi Arabia’s Ministry of Education is working to bring a change to their education system by implementing cooperative learning. This approach is different from traditional learning, so there are different barriers faced by teachers, students, and administrators. This study focuses on analyzing the perceptions of teachers which may act as barriers while they implement cooperative learning in schools in Saudi Arabia. This study aims to investigate the level of preparedness of teachers while implementing cooperative learning; the professional perspective of teachers regarding cooperative learning; and the perception of teachers regarding the benefits and use of cooperative learning. The study used a quantitative research design and a survey was distributed among the teachers working at a public school in Saudi Arabia. Teachers’ preparedness, perception, and personal perspectives were tested and quantitative data revealed the barriers limiting the implementation of cooperative learning in schools. Findings can be utilized by policy makers and administrators to dictate necessary changes in the system which will help in the effective implementation of cooperative learning. The policymakers may need to work on the policy framework to equip teachers to mitigate these barriers.
Keywords: Barriers, Cooperative learning, Professional Development, Teachers
