Designing and Validating a Model of Supportive School Culture for Newly Recruited Teachers (A Mixed-Methods Approach)

Abstract

The present study aimed to design and validate a comprehensive model for fostering and strengthening a supportive school culture with a focus on newly recruited teachers. The research employed an exploratory mixed-methods approach (qualitative–quantitative). In the qualitative phase, using grounded theory, 23 semi-structured interviews were conducted with educational experts. Through open, axial, and selective coding analyses, 521 open codes and 107 axial codes were extracted. Subsequently, the resulting conceptual model was validated using a researcher-made questionnaire completed by 280 teachers and analyzed through structural equation modeling. Findings indicated that the central phenomenon of the study, namely "creating and strengthening a supportive culture for novice teachers," is influenced by causal conditions (lack of institutional support structures, professional-psychological challenges, generational gaps, weak professional readiness systems, and professional isolation), contextual conditions (bureaucratic structure, human resource policies, management quality, and cultural background), and intervening conditions (financial and human resources, coaching skills, policy-maker support, and digital infrastructure). Proposed strategies include multi-layered psycho-social care, structural and legal support, enhancement of professional status, educational equity, collaborative learning, continuous professional development, and the use of educational technology. Quantitative results also demonstrated that these strategies have a direct and significant impact on outcomes such as increased job commitment, optimized teaching performance, formation of a collaborative culture, and strengthened professional identity among teachers. Model fit indices confirmed the structural adequacy and validity of the model. This study presents a localized, practical, and systematic model that can guide policymakers and educational administrators in enhancing school supportive culture and sustaining newly recruited teachers.