From hierarchies to communities: the power of a unique school culture in defining teacher collaboration in a private school

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dc.contributor.authorArar, Khalid
dc.contributor.authorTuran, Selahattin
dc.contributor.authorAtmaca, Taner
dc.contributor.authorKesim, Eren
dc.date.accessioned2026-07-01T11:40:12Z
dc.date.available2026-07-01T11:40:12Z
dc.date.issued2026
dc.departmentDüzce Üniversitesi
dc.description.abstractThis study examines how school culture shapes teacher collaboration in a private school setting, focusing on the transition from hierarchical structures to community-driven educational environments. Using a single case study approach, the research investigates collaborative practices at Seven Valley Schools in T & uuml;rkiye, emphasizing the impact of interdisciplinary planning, peer mentoring, and participatory governance. The study also explores the role of the Simurg Philosophy, which integrates self-discovery, freedom, and holistic learning into the school's educational framework. Data were collected through semi-structured interviews with teachers, school founder, and principal, supplemented by focus group discussions and individual interviews. Thematic analysis was employed to identify key patterns and relationships in teacher collaboration. Findings indicate that a strong collaborative culture enhances teacher motivation, professional development, and student engagement. Leadership practices that support autonomy and innovation further contribute to a dynamic and inclusive school environment. The study highlights the importance of distributed leadership, trust-building, and participatory governance in fostering sustainable teacher collaboration and suggests future research on the long-term impact of such cultural models in education.
dc.identifier.doi10.1007/s10833-026-09542-x
dc.identifier.endpage82
dc.identifier.issn1389-2843
dc.identifier.issn1573-1812
dc.identifier.issue1
dc.identifier.orcid0000-0001-8360-128X
dc.identifier.orcid0000-0003-4023-5819
dc.identifier.orcid0000-0003-4094-966X
dc.identifier.orcid0000-0001-9157-3100
dc.identifier.scopus2-s2.0-105030299498
dc.identifier.scopusqualityQ1
dc.identifier.startpage59
dc.identifier.urihttps://doi.org/10.1007/s10833-026-09542-x
dc.identifier.urihttps://hdl.handle.net/20.500.12684/23686
dc.identifier.volume27
dc.identifier.wosWOS:001693675700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofJournal of Educational Change
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260623
dc.subject[Keyword Not Available]
dc.titleFrom hierarchies to communities: the power of a unique school culture in defining teacher collaboration in a private school
dc.typeArticle

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