Introduction
In transitioning from a teacher-centered to a learner-centered environment, the involvement of the faculty in the curriculum design, development, and implementation processes takes a key position. The faculty’s motivation for change in teaching is the internal desire for personal and professional development and working in educational settings (Hung, 2020).
School culture’s contribution to the process of change
For this reason, the motivation and involvement of the faculty in the curriculum design, development, and implementation processes can be achieved by giving them the opportunity to develop their skills and knowledge in learner-centered education. They can also be involved in the process in traditional motivation ways: recognizing those who go beyond, reinforcing and rewarding effort, and financial motivation in the form of bonuses, rewards, or grants. As Doyle (2018) mentions, much of the resistance or apparent resistance of faculty to new ways of teaching is rooted in the apparent intractability of students. Therefore, involving faculty in the process includes changing how teachers see learners and their critical role in their learning now and throughout their lives.
School culture should be one of the keys to the transition to learner-centered education. This manifestation requires significant changes to create a trusting, collaborative, and welcoming environment for teachers and students (Harris, 2019). An effective contribution of school culture to the change process requires establishing professional learning communities that encourage teachers to communicate, share expertise, and work together more collegially and productively. (Rahh, 2021). Providing presentations, seminars, and learning experiences designed to educate staff and students. Establishing an advisory program that pairs groups of students with an adult advisor to strengthen adult-student relationships and ensure that students are well-known and supported by at least one adult in the school.
Conclusion
School leaders set an example by being public learners. Their role is to illustrate that everyone can improve, encourage teachers to take risks and stretch themselves, and convey a strong message that embracing new ideas, approaches, and questions is at the heart of the learning process (National Institute for Excellence in Teaching).
References
Doyle, T. (2018). Helping Students Learn in a Learner-Centered Environment: A Guide to Facilitating Learning in Higher Education. Stylus Publishing.
Harris, T. (2019). The Right Tools: A Guide to Selecting, Evaluating, and Implementing Classroom Resources and Practices. Heinemann.
Hung, L. (2020). Teachers’ motivation and its influence on quality education.Can Tho University Journal of Science, 12 (3), 17-26. Web.
National Institute for Excellence in Teaching. (2018). Strengthening School Leaders’
Skills in “Motivating Teachers.” Web.
Rahh, A. (2021). Revolutionary School Culture: The 6 Principles of Unlocking Your School’s Hidden Treasure. Revolutionary Education Publishing