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Unifying school culture through a shared vision: effectiveness of continuous professional development for newly hired teachers
Atteya, Marwa Ahmed
Atteya, Marwa Ahmed
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Date
2024
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Egypt
Abstract
Context: The study was conducted in a private international school located in New Cairo, Egypt, established in 2016. It accommodates around 1500 pupils from diverse backgrounds and faces the challenge of creating a unified school culture, particularly for newly hired teachers. The focus is on aligning staff around a shared vision to positively influence pupil outcomes concerning their learning, well-being, and sense of belonging.
Aims: The primary aim of the research is to assess the effectiveness of a Continuous Professional Development (CPD) program, specifically focused on Social Emotional Learning (SEL), in establishing a unified school culture and enhancing the learning environment. The program intends to foster a cohesive vision among newly hired and returning teachers, thereby promoting a supportive atmosphere for the pupils.
Methods: A multi-method research approach was employed, which included informal conversations, surveys of recently hired teachers and pupils, classroom observations, and interviews with other schools' leaders to explore their CPD practices. The sample involved 10-15 newly hired teachers and 20-30 pupils. The data collection emphasized securing participant consent and ensuring privacy throughout the process.
Findings: The research findings indicate that the CPD sessions conducted during the Induction Week were effective in promoting an understanding of the school's culture among new teachers. Feedback from both staff and pupils suggested that integrating SEL into daily school life is essential for fostering better relationships and a supportive learning environment. However, it was noted that heavy workloads could impede sustained engagement with the culture.
Implications: The study demonstrates that a tailored CPD program encompassing all staff members may significantly contribute to a unified school culture. The findings suggest that adopting a multi-level CPD approach addressing staff backgrounds is essential for fostering inclusion and empathy in the school environment. Future actions may include enhancing resource allocation for SEL implementation and establishing Professional Learning Communities to sustain teacher collaboration and growth.
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Keywords (free text)
professional development, school culture, social emotional learning, teacher training, pupil well-being