Presenting a paradigmatic model of empowering the learning culture of school teachers in Kermanshah

The purpose of this study was to present a paradigmatic model of empowering the learning culture of school teachers in Kermanshah. In this research, a qualitative research method based on grounded theory was used. The data were gathered using semi-structured interviews and deep ones of Teacher Training University Faculty Members of Kermanshah in Educational Science, Educational Management as well as experienced teachers with higher education degrees at different levels of schooling in Kermanshah in School Year of 2020-2021. Respondents were 13 till theoretic saturation level. According to results, perfect situations such as transferring and sharing knowledge and learning, effective interaction and communication and professional development of teachers besides ground conditions as enhancing capacity for learning and education, improving educational infrastructures, and enhancing learning and education in terms of interfering conditions including lack of motivation and scientific weakness of students, shortcomings of infrastructures and resources as well as discouragement and weakness of teachers and staff were considered. Also, empowering strategies of teachers' learning culture such as emphasizing and concentrating on capacities of students, sharing and transferring scientific experiences and developments, searching and consequences of empowering learning culture of teachers such as qualification of schools, schooling and education, an opportunity of personal improvements of students, scientific-motivational growth of teachers and activating group cooperations besides assisting opportunities. Integrating the identified categories based on the relationships between them and in the form of this paradigmatic model can be a useful and effective model for empowering the learning culture of schools.