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This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas, school culture needs to be able to assist teachers in overcoming their conflict-related trauma.
Dody Wibowo (Sun,) studied this question.