Strategic Studies of Culture

Strategic Studies of Culture

A Model for Promoting the Cultural Capital of Primary School Teachers in the Education System

Document Type : Original Article

Authors
Fariborz Fathi Chegeni 1
Fariba Fathi Chegeni 2
1 Assistant Professor, Department of Management, Faculty of Management and Economics, Lorestan University, Khorramabad, Iran. (Corresponding author) Email: fathi.f@lu.ac.ir
2 Master’s degree in Educational Psychology, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran. Email: faribafathiche@gmail.com
10.22083/scsj.2026.549027.1309
Abstract
Introduction: Education is one of the most important institutions contributing to the social and cultural development of societies, and teachers, as key actors in the educational system, play a fundamental role in transmitting knowledge, values, norms, and cultural identity to future generations. This role is particularly important at the elementary school level because this period represents a critical stage in the development of students’ cognitive, emotional, social, and cultural characteristics. In this context, teachers’ cultural capital, conceptualized as a set of knowledge, skills, values, attitudes, and cultural capabilities, can substantially influence their professional performance and the quality of teaching and learning processes. Teachers with an appropriate level of cultural capital are better able to create dynamic learning environments, establish effective communication with students, employ creative teaching methods, manage cultural diversity, and respond to students’ diverse needs. Despite the importance of this issue, existing educational programs have mainly emphasized technical skills, instructional content, and general and specialized professional competencies, while different dimensions of cultural capital, particularly its individual, cultural, social, and identity-related components, have received less integrated attention. This issue is especially significant in Lorestan Province because of its considerable cultural, social, and geographical diversity and its distinctive local characteristics. Therefore, the present study aimed to identify the factors affecting the enhancement of cultural capital among elementary school teachers in Lorestan Province and to develop a comprehensive and context-sensitive model in this field.
Methods: The study adopted an interpretive paradigm and an inductive qualitative approach using a case study strategy and cross-sectional design. Participants were elementary school teachers and school administrators in Lorestan Province, selected through purposive sampling. Eligibility criteria included relevant teaching or administrative experience, experience in diverse educational settings, participation in cultural or professional development activities, and familiarity with local educational challenges. A total of 12 participants, including seven teachers and five school administrators, were interviewed using a semi-structured interview protocol. Data were analyzed using Braun and Clarke’s thematic analysis approach, with sampling and interviewing continuing until thematic saturation was achieved. The rigor of the study was assessed based on credibility, dependability, confirmability, and transferability. The final model was also reviewed and confirmed by a panel of experts.
Findings: The analysis of the interview data resulted in the identification of 106 initial codes, 24 subthemes, and five main themes. The main themes consisted of individual factors, organizational factors, cultural-social factors, professional factors, and environmental-institutional factors. The individual dimension included self-awareness and intrinsic motivation, cognitive skills, emotional skills, creativity and innovation, and self-management. Organizational factors consisted of educational policies, organizational culture, educational infrastructure, human resource management, and organizational communication.
Cultural-social factors included social interactions, social capital, cultural influences of society, civic participation, and the strengthening of teachers’ cultural identity. The professional dimension comprised specialized knowledge, teaching skills, continuous professional development, professional ethics, and innovation in education. Finally, environmental-institutional factors included regional macro-level policymaking, regional cultural infrastructure, inter-institutional interactions, and legal and institutional support. The findings demonstrate that enhancing teachers’ cultural capital is a multidimensional process and cannot be achieved solely through formal training or the acquisition of specialized knowledge. Furthermore, comparison of the findings with existing educational practices indicated that current programs focus primarily on objective and institutional forms of cultural capital, such as educational equipment, instructional content, and formal in-service training, whereas embodied dimensions, including self-awareness, creativity, emotional skills, and cultural identity, have received comparatively less attention.
Conclusion: The findings indicate that the cultural capital of elementary school teachers in Lorestan Province is a multidimensional and context-dependent construct shaped by the interaction of individual, organizational, cultural-social, professional, and environmental-institutional factors. Accordingly, its enhancement requires a comprehensive and integrated approach. At the individual level, strengthening self-awareness, intrinsic motivation, cognitive and emotional skills, creativity, and self-management can enhance teachers’ cultural capacities. At the organizational level, developing a collaborative culture, improving educational infrastructure, providing managerial support, and adopting appropriate human resource policies are essential. At the cultural-social level, strengthening teachers’ cultural identity, social capital, social interactions, and civic participation can provide an appropriate basis for enhancing cultural capital. Continuous professional development, specialized knowledge, teaching skills, professional ethics, and educational innovation should also be incorporated into teacher development programs. At the environmental-institutional level, aligning macro-level policies with local needs, developing cultural infrastructure, strengthening inter-institutional cooperation, and providing legal and institutional support are necessary. Therefore, the five-dimensional model developed in this study can serve as a context-sensitive and operational framework for policymakers and educational administrators in designing and implementing programs aimed at enhancing the cultural capital of elementary school teachers. Its application can contribute to improving educational quality, strengthening teachers’ professional development, and enhancing their cultural role within society.
Keywords
Capital
Cultural Capital
Teachers
Education
Thematic Analysis
Subjects
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