Abstract

With the continuous advancement of high-quality education, teachers’ project activities have gradually become an important approach to promoting professional growth and classroom innovation. However, the effectiveness of such activities is often deeply influenced by school culture. Based on literature review and case analysis, this study explores how school culture empowers teachers’ project activities and further analyzes its theoretical value and practical significance. The findings show that school culture provides continuous support through three dimensions: value guidance, emotional cohesion, and institutional guarantee. Theoretically, this not only expands the research boundaries of teacher empowerment theory but also enriches the explanatory framework of school culture functions. Practically, the study offers specific pathways for cultural construction and optimization of teachers’ project activities. The results provide useful references for primary and secondary school management as well as teacher professional development.