How school culture affects teachers’ classroom implementation of learning from professional development

Abstract A core element of almost all educational improvement efforts is an intention to improve teacher practice in order enhance student- and system-level outcomes. To this end, a range strategies are deployed facilitate professional learning development, with great investments time, financial, human resources. However, the environments which teachers learn their impact on teachers’ implementation new remain underexamined. By considering how psychosocial present schools affect development process, there scope impacts development. This study explored aspects school climate culture (that is, that experience) classroom learning. Qualitative data were gathered from 36 New Zealand through focus groups analysed via reflexive thematic analysis following latent inductive approach. Five areas identified that, according teachers, affected These were: leadership engagement/actions; change environment; relationships; beliefs attitudes related TPLD; being same page. Understanding roles these five play provides insights into leaders policymakers can seek shape surround daily for all.