This qualitative study explores the empowering practices in teacher professional development programs held by an NGO development project for community school teachers. The literature review is divided into two main sections. The first section provided insights of the conceptual frameworks of professional development and empowerment along with international best practices. The second section focuses on the concept of community based learning, and the historical background on community schools in Egypt. Data was collected using semi-structured interviews, document analysis, and observations. The participant were 35 composed of facilitators/teachers, project manager, students, and mentors. The findings showed that while teachers where empowered in some dimensions, they are other aspects in which they were not fully empowered in yet. The paper concludes with practical implications, future recommendations, and limitations.


International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date


Submission Date

May 2018

First Advisor

Zaalouk, Malak

Committee Member 1

Nagwa Megahed, Russanne Hozayin


144 p.

Document Type

Master's Thesis


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Institutional Review Board (IRB) Approval

Approval has been obtained for this item