EMPOWERING TEACHERS' PROJECT ACTIVITIES: THEORETICAL VALUE AND PRACTICAL SIGNIFICANCE OF SCHOOL CULTURE

International independent scientific journal №78/2025 19 EMPOWERING TEACHERS’ PROJECT ACTIVITIES: THEORETICAL VALUE AND PRACTICAL SIGNIFICANCE OF SCHOOL CULTURE Fang Kai Liu Kaihuang Qin Zihao Department of Educational Management, Al-Farabi Kazakh National University, Almaty, Kazakhstan https://doi.org/10.5281/zenodo.17311049 Abstract With the continuous advancement of high-quality education, teachers’ project activities have gradually become an important approach to promoting professional growth and classroom innovation. However, the effectiveness of such activities is often deeply influenced by school culture. Based on literature review and case analysis, this study explores how school culture empowers teachers’ project activities and further analyzes its theoretical value and practical significance. The findings show that school culture provides continuous support through three dimensions: value guidance, emotional cohesion, and institutional guarantee. Theoretically, this not only expands the research boundaries of teacher empowerment theory but also enriches the explanatory framework of school culture functions. Practically, the study offers specific pathways for cultural construction and optimization of teachers’ project activities. The results provide useful references for primary and secondary school management as well as teacher professional development. Keywords: school culture; teachers’ project activities; teacher empowerment; educational practice; professional development Introduction Research Background In the current context of global educational reform, teacher development has become a crucial issue in improving educational quality. Teachers’ project activities, as a practice integrating teaching research, problem-solving, and teamwork, are not only an important means of implementing core literacy education but also an effective way to promote the transformation of teachers from “experience-based” to “research-oriented” (Zhang, 2023). Under the dual background of the “double reduction” policy and the new curriculum standards in China, many schools have attempted to involve teachers in interdisciplinary curriculum design and school-based project development. However, in practice, problems still arise: some teachers lack the courage to try due to fear of failure, while some teams face stagnation because of weak collaboration mechanisms (Wang et al., 2022). These phenomena reflect, to a certain extent, the insufficiency of cultural support within schools. School culture, formed over time through shared values, norms, and ethos among school members, exerts a profound influence on teachers’ professional attitudes and behavioral choices (Schein, 2010/2021). Existing studies have shown that cultures emphasizing “innovation” and “collaboration” can significantly enhance teachers’ initiative, whereas cultures overly focused on “standardization” and “authoritative control” may suppress teachers’ willingness to explore (Chen, 2021). Yet, most current research concentrates on the impact of school culture on student development or the teaching environment, while systematic studies on how it specifically empowers teachers’ project activities remain limited. Research Purpose and Significance This study aims to systematically analyze how school culture empowers teachers’ project activities and to explain its significance from both theoretical and practical perspectives. Theoretically, this paper places “teacher empowerment” and “school culture” within the same analytical framework, addressing the previous overemphasis on institutions and resources while neglecting cultural factors. Practically, the findings can help school administrators identify key aspects of cultural construction to support the effective implementation of teachers’ project activities. Core Concepts and Theoretical Foundation Definition of Core Concepts Teachers’ Project Activities: In this study, teachers’ project activities refer to stage-based explorations carried out individually or collaboratively by teachers, aimed at solving practical educational and teaching problems. These activities have clear goals and task divisions, covering interdisciplinary curriculum design, school-based project development, after-school service innovation, and similar forms. They are distinct from routine teaching activities such as lesson preparation or classroom observation, as they emphasize innovation and collaboration. School Culture: Drawing on Schein’s organizational culture theory and adapting it to the educational context, school culture can be understood as the accumulation of values, institutional arrangements, and ethos developed during a school’s evolution. It encompasses value-level ideas (e.g., respecting teachers, encouraging innovation), institutional-level norms (e.g., project incentives, collaborative systems), and atmosphere-level traditions (e.g., tolerance of failure, emphasis on reflection). Together, these dimensions provide the cultural soil in which teachers’ project activities take place. Theoretical Support Teacher Empowerment Theory: Traditional empowerment studies often emphasize institutional and resource provision but neglect the role of cultural environments in shaping intrinsic motivation. This paper argues that “cultural empowerment” is a complementary dimension that enhances teachers’ self-efficacy, thereby motivating active participation (Bandura, 1977). International independent scientific journal №78/2025 20 Organizational Culture Theory: According to Schein, organizational culture guides members’ behaviors through value internalization and behavior shaping. In the school context, when cultural values align with project activity goals, culture becomes an implicit driving force; when misaligned, it may act as resistance. Theoretical Value of School Culture in Empowering Teachers’ Project Activities Expanding Teacher Empowerment Theory Previous studies often limited teacher empowerment to institutional and resource support. This study emphasizes the role of culture and proposes a logical chain of “cultural empowerment → motivation enhancement → project participation.” A supportive spiritual culture (e.g., tolerance of failure) reduces teachers’ concerns, while behavioral culture (e.g., collaborative mechanisms) fosters a sense of belonging, thereby increasing participation. This perspective broadens the horizon of teacher empowerment research. Enriching the Functions of School Culture Most existing research positions the function of school culture primarily in student development or environmental improvement, with little focus on teacher growth. This study highlights that school culture also serves the function of “empowering teacher development.” Institutional culture provides guarantees of time and funding, while spiritual culture motivates teachers through role models and shared values. Together, they extend the function of school culture from “serving students” to “promoting the joint development of teachers and students.” Constructing an Interactive Model This study proposes an interactive model of “school culture–teachers’ project activities”: culture guides the direction of projects, integrates resources to support implementation, and fosters feedback mechanisms to ensure improvement. This model helps clarify the dynamic relationship between the two. Practical Significance of School Culture in Empowering Teachers’ Project Activities Targeted Strategies for Cultural Construction Practical strategies can be formulated from three dimensions: Spiritual Culture: Promote values through storytelling and achievement-sharing activities, creating a tolerant and supportive atmosphere. For example, in a certain city’s experimental primary school, this approach significantly increased teacher participation rates. Institutional Culture: Establish dedicated funding, flexible work arrangements, and link project achievements to professional evaluations to enhance teacher motivation. Behavioral Culture: Build collaborative platforms and interschool exchange mechanisms to provide supportive networks for teachers. Supporting the Full Cycle of Project Activities School culture can support the design, implementation, and evaluation stages of project activities: Design Stage: Cultural values help teachers identify problem-oriented themes. Implementation Stage: Traditions of collaboration reduce team friction. Evaluation Stage: Development-oriented evaluations avoid “result-only” approaches, focusing instead on teachers’ growth and reflection. Promoting Synergistic Development of Schools and Teachers The outcomes of teachers’ project activities feed back into and enrich school culture, while optimized culture further promotes teacher growth, forming a virtuous cycle. For instance, a secondary school’s crossdisciplinary collaboration gradually became a cultural feature, which in turn boosted teachers’ recognition and achievements. Conclusion and Prospect Research Conclusions The study draws three conclusions: School culture empowers teachers’ project activities through three dimensions: spiritual, institutional, and behavioral. The empowerment process expands teacher empowerment theory and enriches the functions of school culture. In practice, it provides strategies for cultural construction, quality improvement of project activities, and coordinated school–teacher development. Limitations and Future Directions This study mainly employs literature review and case analysis with limited samples. Future research could adopt large-scale surveys and interviews for empirical validation. Moreover, comparing cultural differences across different types of schools (e.g., public vs. private, primary vs. secondary) may yield more targeted suggestions. With the deepening of educational reform, teachers’ project activities will increasingly become the norm, while school culture—as the “invisible driver”—will play an even more prominent role. References Chen, Y. (2021). The Mechanism of School Culture’s Impact on Teachers’ Innovative Teaching Behaviors. Educational Science Research, (8), 65–71. Wang, H., Li, M., & Zhang, T. (2022). Challenges and Breakthroughs in Project-Based Teaching Practices of Primary and Secondary School Teachers. Basic Education Reference, (12), 45–48. Zhang, L. (2023). Designing and Implementing Teachers’ Project Activities under the Guidance of Core Literacy. Teaching and Management, (3), 56–59. Schein, E. H. (2021). Organizational Culture and Leadership (5th ed.). (M. Hongyu & W. Bin, Trans.). Beijing: Renmin University Press. Schein, E. H. (2010). Organizational Culture and Leadership. San Francisco: Jossey-Bass. Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. 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