Since the introduction of cooperative working forms in the educational sector collaboration between the parties of school life move into the foreground, especially between the teachers themselves. Furthermore the introduction of new curricula in business schools including the cluster business and management leads to new requirements of the collaboration between teachers. The aim of this diploma thesis is on the one hand to reveal the beneficial and hindering or impeding factors influencing the collaboration behavior of teachers. On the other hand measures for promotion of collaboration should be derived based on the influencing factors. At the beginning of this thesis, the basics of collaboration with regard to the definition and declaration and delimitation are discussed and the importance of collaboration in the school context is clarified. Then already existing forms of collaboration are divided into cooperative forms in teaching-related activities as well as cooperative forms of work in school development and examples are cited. Subsequently, the benefits and expectations of collaboration, both from the perspective of teachers, as well as the benefits for the school and the students themselves are given. Then the beneficial influence factors are explained and distinguished in terms of personal factors and institutional framework. As opposed to this the hindering factors are listed below and separated into fears, resistance and conflicts. Ensuing measures for the promotion of collaboration with regard to the introduction of the new curriculum will be derived. Regarding the temporal relevance these are divided into measures for the preparation of collaboration, measures to improve and promote the collaboration process and measures for the evaluation of collaborations.