CULTURALLY RESPONSIVE INSTITUTIONAL COOPERATION AS A PEDAGOGICAL PATHWAY TO ENHANCING TEACHER PRESTIGE
Keywords:
Teacher prestige; culturally responsive pedagogy; social institutions; institutional cooperation; professional identity; cultural values; educational policyAbstract
Given ongoing social change and shifts in education, improving how teachers are viewed is now a vital goal for both education and society. Teacher prestige shows not just skill but also public trust, ethics, and cultural value given to teaching. This paper looks at how cultural teamwork among social groups can help increase teacher prestige.
Teacher prestige is seen here as built by society through how schools work with families, communities, media, and government. Shared values, moral standards, and group duty are key to supporting the teacher's role in society. The study finds that cultural teamwork between groups supports teachers' identities, emotional health, and public image by seeing them as cultural guides.
The results suggest that to truly improve teacher prestige, we need a complete model of teamwork that connects cultural background with school policy. This method can grow public trust in education, support teacher well-being, and ensure good education for the long run.
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