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<p>This 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 Türkiye, 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.</p>

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

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月17日

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  • Khalid Arar,
  • Selahattin Turan,
  • Taner Atmaca,
  • Eren Kesim

摘要

This 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 Türkiye, 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.