Abstract: Collaboration as an idea has been embraced at the world of work, including educational institutions. In the teaching profession, teachers are urged to collaborate in the performance of their responsibilities as the practice is essential for efficient job performance. A plethora of studies conducted globally on diverse aspects of teacher collaboration lend credence to this point. Literature, however, falls short of some aspects of the phenomenon as studies have not focused on them. To fill the gaps identified in the literature, this study was conducted to gauge the benefits of collaboration among teachers of junior high schools in the Central Region of Ghana, and the factors that hinder teacher collaboration in the schools. The study followed the quantitative dimension of research as well as cross-sectional survey design. A questionnaire was employed to gather the data which was subsequently analysed, using both descriptive and inferential statistical analytical tools. The study disclosed that the majority of the teachers recognise that collaboration helps them to exchange and gain new general knowledge and subject-matter ideas, improve their competence in instructional delivery, become efficient and effective in the performance of their duties, and improve students’ learning outcomes. The study also revealed, however, that factors such as the nature of the subjects taught, workload, time, school leadership and attitudes of colleagues serve as hindrances to making them experience a more intense collaboration in their professional practice. The implications of the study for schools, and training institutions, among others, to create, support and maintain teacher collaboration have been given.