Exploring the Effect of School-Based Communities of Practice on the Moral Climate of Schools

This study examines how School-Based Communities of Practice (SBCoP) contribute to fostering a moral climate within schools, with a focus on transforming schools into learning organisations. Recognising a gap in prior research that largely excluded teachers' perspectives on moral climate, the study employed action research methodology to explore this underrepresented viewpoint. Two public sector schools in Pakistan were purposively selected, and a three-cycle action research model was implemented involving school heads and selected teachers. Data was collected through interviews, observations, reflection journals, and meeting minutes, and analysed thematically. Findings reveal that SBCoP enhanced ethical behaviour, collaborative learning, and reflective practices among educators, despite initial resistance and hierarchical dependencies. Teachers began demonstrating greater collegiality, and school heads developed a clearer understanding of ethical leadership. The study also uncovered the urgent need for professional development and structured mentorship for school heads and teachers. The research concludes that SBCoP, supported by ethical leadership and professional learning structures, is a powerful mechanism to revitalise the moral and collaborative culture of schools. It recommends policy-level support for SBCoP implementation, integration of moral education into professional training, and expansion of this model to varied educational contexts.