Educational Institutional Culture in the Context of Teacher Professional Development
DOI:
https://doi.org/10.65168/bs.217-4Keywords:
мэдлэг бүтээгч, боловсрол, суралцахуй, сургалтын чанар, багшийн хөгжил, соёлын өв, бүтээлч сэтгэлгээAbstract
This article theoretically examines the interrelationship between organizational culture in educational institutions and teachers' professional development, and explains the significance of organizational culture in enhancing sustainable education quality. By integrating Edgar Schein's three-level model of organizational culture, Guskey and Fullan's stages of professional development model, and Wenger's concept of "communities of practice," the study identifies the characteristics of an organizational culture that supports teachers' professional growth. Through qualitative methods such as ethnographic observations, teacher interviews, and analysis of organizational documents, the article discusses—from both theoretical and practical perspectives—how organizational culture shapes the conditions and outcomes of teachers' continuous development.
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