Document Type : Original Research
Authors
1
Associate Professor, Department of Educational Studies and Curriculum Planning, Ur.C., Islamic Azad University, Urmia, Iran
2
. Group of Educational Governance and Human Capital, Urmia Branch, Islamic Azad University, Urmia, Iran.
3
Associate Professor, Group of Educational Governance and Human Capital, Urmia Branch, Islamic Azad University, Urmia, Iran
10.48310/itt.2026.23137.1374
Abstract
Background and Objectives: A supportive school culture plays a vital role in the successful adaptation, well-being, and retention of newly recruited teachers. This study aimed to develop and validate a comprehensive model for strengthening supportive culture in schools with a focus on novice teachers.
Methods: Using an exploratory mixed-methods approach, qualitative data were collected through 23 semi-structured interviews with educational experts and analyzed using grounded theory. The analysis generated 521 open codes and 107 axial codes. Based on the qualitative findings, a researcher-developed questionnaire was administered to 280 teachers, and the model was validated through Structural Equation Modeling (SEM).
Findings: The results showed that supportive culture is influenced by factors such as inadequate institutional support, professional and psychological challenges, generational differences, and professional isolation. Key strategies identified included psychosocial support, mentoring, professional development, collaborative learning, educational equity, enhancement of teachers’ professional status, and technology integration. Quantitative findings confirmed that these strategies positively affect organizational commitment, instructional effectiveness, collaborative school culture, and professional identity. The model demonstrated satisfactory validity and fit.
Conclusion: The proposed model provides a practical and context-sensitive framework for policymakers and school leaders to strengthen supportive school cultures and facilitate the successful integration and professional sustainability of newly recruited teachers.
Keywords
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