Professional Development Of Principals Research Articles

Professional Development of Education Administrative Service officers in Sri Lanka

This study aimed to investigate the professional development of Sri Lanka Education Administrative Officers. Although several plans and programmes are prepared for optimistic professionalism, still they face difficulties in acquiring effective and well-thought-out professional development opportunities locally and internationally. According to the research problem which was intended to investigate in this study Mixed Method was employed as the main research methodology, and a survey approach and a case study approach were used for studying this research problem. Questionnaires, document surveys, and interviews were employed to gather information from the participants in this study. The participants of this study were the SLEAS officers who represent the open batches and the limited batches of SLEAS for the last thirty years. The researcher selected probability as well as non-probability sampling techniques to select the participants for this study. In order to analyse the qualitative data, thematic analysis was used. It was revealed that currently the newly recruited SLEAS officers are provided in-service training. However, some of the officers have not undertaken pre-service training focusing on the activities of the principal position before their appointment. But such training has been provided to the newly recruited SLEAS officers, not to the principals. According to the responses of most of the participants, currently, there are no such strategies used to identify the training needs of principals. It was revealed that the foreign training opportunities provided to the SLEAS officers and principals are not sufficient, only a few training opportunities are available for officers. There is no transparency mechanism to select officers for foreign training programmes. Some officers are provided opportunities to get foreign training several times. According to the information provided by the participants during the interviewing process and questionnaire survey, the majority of them recommend improving the mechanisms, activities, selection, quality, and other related aspects of training and professional development of principals, and SLEAS officers. As they perceive the existing situation, mechanisms, organization, the quality of the training and professional development of principals and SLEAS officers need to be improved immediately.

Analysis on the Professional Development of Principals in the Reform of Headmaster Rank System: a Case Study Based on Structural Theory

The professional development of principals is a hot topic of current scholars' attention, but the existing research pays little attention to the research on the path of principals' professional development. Based on A. Giddens’s structural theory perspective, this study takes a case study to analyze the principal’s professional development process in the reform of the principal’s rank system, and explores the impact of principal’s initiative on principal’s professional development. From the perspective of structural duality, principals use the educational system and educational resources to take corresponding active "actions" based on different "motives", and constantly "reflect" on rational actions, thereby promoting the professional development of principals. By improving the principal training system and principal evaluation system, perfecting the external guarantee for principals' professional development; transcending the limitations of education time and space and continuously improving oneself can promote the professional development of primary and secondary school principals.

Die Fortbildung von Schulleiter*innen in Forschung und Praxis – ein Systematisierungsversuch

Die Veranderung der Rolle von Schulleiter*innen hat einen Bedarf an wirksamen Aus- und Fortbildungsangeboten fur Leitungspersonen in Schulen erzeugt. Gleichwohl ist insbesondere das Feld der Schull...

Participants’ Perceptions of the Effectiveness of Online Continuing Professional Development for Principals in Central Java, Indonesia

Participants’ Perceptions of the Effectiveness of Online Continuing Professional Development for Principals in Central Java, Indonesia

Factors promoting informal and formal learning strategies among school leaders

ABSTRACT The professional development of principals is a key element in improving the quality of educational systems. Although it is common for the training of educational leaders to be associated to formal pre- and in-service principal development programmes, informal learning opportunities are increasingly common. However, research analysing informal learning processes among this professional group is scarce. The purpose of this paper is to identify the factors promoting informal learning strategies, online and face-to-face, used by principals as part of their professional development. The methodology involved implementing an online self-administered questionnaire to a sample of 715 school leaders. The study begins with a univariate and bivariate descriptive analysis. Three multiple regression models are then developed, which allow to check the independent effects among the variable criteria used and the three types of learning methods under consideration. The results show that the development of formal and informal learning activities among principals clearly requires a ‘learning-friendly’ organisational culture, a clear motivation for the profession, a strong professional determination and a positive perception of professional competencies as principals. Schools should start promoting the transition from job-based to competence-based staff systems and structures, in which informal learning strategies become relevant as a basis for promoting innovation.

Principal Burnout: How Urban School Leaders Experience Secondary Trauma on the U.S.-Mexico Border

ABSTRACTThe mental health needs of school principals have been consistently overlooked in the field of educational leadership and in the preparation and professional development of principals. This mixed-method study compares rates of burnout and secondary trauma of principals in one urban school district along the U.S.-Mexico border with other human-service professionals and provides examples of how two principals experienced burnout and secondary trauma. Most principals reported low rates of burnout and secondary trauma, but follow-up interviews with two newer principals revealed significant exposure to trauma. Findings inform new directions for research and new emphases for preparation.

The Professional Development of Macau School Principals: Making the Most of the Best

The author's aim is to explore the school principal training and development landscape in Macau. The continuities and changes in the professional development of principals in Macau over the last two decades are identified. Using Huber’s theoretical framework, key pre- and in-service policy documents from 1993 to 2017 that have shaped the development are examined to better understand principal development and assess the role of the government in determining the aims, methods and substance of the development. The author provides a concise description of the status quo of the professional development of principals in Macau, particularly focusing on providers, orientations, conceptions, and multiple approaches. She argues that although training efforts are intended to gradually increase, there is a lack of hierarchical classification guidance and systematic establishment; limited formal evaluation being done to evaluate the effectiveness of the development programs while coping with the educational changes, the government still sticks to the traditional way and thus the training provided sometimes cannot keep pace with the current situation. However, there are some things that the government can do to improve the current situation. The primary concern should be to focus on providing effective transitions into the principal role, improving the assessment system, and establishing a systematic knowledge base in the years to come.

Training preparation and the professional development of principals in Henan Province, China: formal and informal learning

Principal preparation and training is generally viewed as an important contributor to school and system improvement. While the international evidence based on leadership and leadership development is extensive, contemporary accounts of principal preparation in a number of Asian countries are not widespread. This article outlines the findings from a small-scale, exploratory investigation of principal preparation and training in one province in China. Open-ended questionnaire and interview data were collected from a sample of secondary school principals in Henan Province in China, as part of a larger comparative study. The findings show that while principals in this province appreciate their formal training, they also seek out other sources of informal preparation to assist them in their fulfilling their many obligations and responsibilities. The data also highlight that many principals in China are finding the demands of their formal leadership role very challenging, particularly in delivering, contemporary reforms such as the new curriculum. The article concludes by proposing that for principals in China, there are some contradictions and tensions associated with the current demands of this leadership role.

Professional development of newly appointed principalsat public High Schools in Gauteng-matter of social justice

Gauteng, the smallest province with the highest per capita income in South Africa, should not have any dysfunctional schools. As a province, Gauteng spends a large portion of their annual budget on education, thus the professional development of principals should be the central focus point of their education system. Principals should be equipped or have the necessary knowledge, skills and values with which to manage and lead an effective and efficient school. The aim of this paper is to determine what knowledge and skills newly-appointed high principals need to fulfill this function and if they have been a part of any induction programme designed to guide and equip successfully principals to manage their schools. The success of a high school principal is measured against a schools final Grade 12 results. https://doi.org/10.19108/KOERS.83.1.2336

Different approaches to the professional development of principals: a comparative study of New Zealand and Singapore

ABSTRACTOne of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The identified categories for comparison include similarities in knowledge on leadership, models and skills that are important for aspiring principals. Differences include the selection process, programme design, modes of learning, futuristic projects and visits to other institutions. The study contributes to our understanding of key dynamics in the professional development of aspiring principals by identifying categories for comparison and discussing their relevance for analysing similarities and differences between these. The study also points to relevant interactions between professional development and the local environment.

Dimensions of Principals’ Characteristics for Improving Efficiency of Schools

The quality of education could be improved by promoting the internal efficiency of secondary schools, which largely depends on leadership skills of the principals. Principals today function as instructional leaders, who continuously struggle for promoting learning outcomes of pupils, understand curriculum content and instructional skills and motivate teachers to improve these skills by providing them professional and instructional support. Their instructional leaderships could be improved by knowledge of curriculum content and modern teaching methodologies, which promote the internal efficiency of schools. The principals benefit from each other in professional matters and promote collegiality among them. They interact with their colleagues to share knowledge and skills. The experienced principals are good mediators and conflict resolvers. They collaborate with parents and community for improving learning outcomes of students. Administrative competence is important in determining the performance of the best and worst schools. But it is hard to measure it directly. Years of administrative skills and planning are also relevant to competence, but are less likely to be available on any consistent basis and affect the internal efficiency of school. The education level of the principal must ensure that he is an excellent evaluator of the classroom and school objectives. He checks students’ work and gives feedback to teachers after classroom observations. Professional development of principals has an impact on the knowledge, skills and their dispositions. The professional development need of principal is somewhat different from those of teachers and is reflective of the four major categories of development: leadership skills, curriculum related (Instructional, supervision and evaluation) skills, human and financial resource management skills, and knowledge in using departmental rules and regulations. Effective supervision and good governance is affected by number of teachers in a school. Small number of teachers in school ensures close contact between principal and teachers, which makes monitoring and financial accountability more effective, resultantly promotes its efficiency.

Designing professional development for principals in a context of change: the case of Abu Dhabi

Schools in Abu Dhabi are going through a period of transformation and reform. The Abu Dhabi Education Council commenced a professional development plan for principals to enhance their capabilities to manage and initiate change in light of the reforms. This study was conducted to explore principals’ perspectives on professional development received. The research focused on anticipated areas of improvement as far as professional development design. Findings identify areas of improvement in terms of design related to content and process. The research employed a qualitative exploratory case-study approach. Semi-structured interviews, as tools for data collection, were contextualized within the framework of policies and decrees relevant to principal professional development. Interviews with 16 principals in different educational settings form the main source of data collection and analysis. Recommendations presented in this paper support the need for a more proactive stance in designing professional development that supports school principals to implement change.

Professional development of principals: A path to effective secondary school administration in Nigeria

The article examines the professional development of secondary school principals in Nigeria. Drawing from vast review of literature on professional development and appointment of school principals in other countries, the article canvasses the position that secondary schools in Nigeria should be administered by skilled personnel who have the appropriate training and competencies for school management and leadership, rather than the present practice of using years of teaching experience as a major yardstick for the appointment of principals. It advocates systematic professional development programmes for prospective and practicing school principals, and concludes that professional development of principals is a means to maintain and enhance the effectiveness of secondary school administration in Nigeria.

Professional development: perceptions of benefits for principals

Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals’ perception on the benefits of professional development received in light of managing school change and reforms. Semi-structured interviews provided data on perceived benefits of professional development, delivered for principals. These benefits are considered essential in enhancing principals’ capabilities to fulfil new task requirements within the context of educational change. Findings shed light on: (a) how these benefits were functionalized in the new school system within the professional standards of principals and (b) areas requiring improvements. Based on the findings, recommendations for further need to maximize the benefits through a reconsideration of the content and process in designing professional development were voiced in a climate which places increasing demands on principals as leaders of schools.

Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development

This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students receiving free/reduced lunch, two core components of learning-centered leadership (“rigorous curriculum,” and, to a lesser extent, “performance accountability”) significantly improved the hierarchical multiple linear regressions of core components on reading scores. This study supports the professional development of principals based on the assessment of their learning-centered leadership behaviors.

Investing in Administrator Efficacy: An Examination of Professional Development as a Tool for Enhancing Principal Effectiveness

A primary goal of school districts’ investments in professional development for principals is to enhance their effectiveness. This study examines the connection between administrator professional development and performance in a national sample of schools. We show that not all types of administrator professional development participation correlate positively with teachers’ ratings of principal performance. In particular, we find evidence that principals who invest in university course work as professional development are rated lower. In contrast, participation in formal mentoring programs is associated with higher ratings. Employing instrumental variables to account for selection on unobserved factors into different professional development types, we uncover further evidence of a negative impact of university course taking on principal performance.

Portfolio Assessment as a Tool for Promoting Professional Development of School Principals: A South African Perspective

Poor matriculation results in South African urban schools have resulted in the implementation of professional development programs for principals who wish to improve their qualifications and practice. This article studies principals’ perceptions of the efficacy of using portfolios to assess their professional growth. Using a poststructural lens to theorize portfolio use, interview data were examined to discern what themes consistently evolved when principals were engaged in self-evaluating their own professional practice through a methodological framework of portfolio development. The findings revealed insights into the efficacy of the use of professional portfolios in the professional development of principals.

Riding the wave of administrator accountability: a portfolio approach

PurposeThis paper aims to describe a qualitative study of a four‐year, state‐wide portfolio evaluation system for new principals. The State of Ohio (USA) was one of five states that participated in a field test of the Portfolio Assessment for School Leaders designed by the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Testing Service (ETS).Design/methodology/approachThe central research question was: Does the Portfolio Assessment for School Leaders process benefit or burden the practice of school leaders? The participants were a subset of the 70 principals who completed the portfolio in Ohio between September 1999 and January 2002. The data included focus group interviews, phone interviews, surveys, and the principals' completed portfolios.FindingsFrom analysis of the data three levels of benefits from level 1 are desribed, where the portfolio was seen primarily as extra work and had little benefit for the leadership in the principals' schools, to level 3, where there was a reciprocal benefit between the portfolio process and the principals' growth and developed as leaders.Research limitations/implicationsThis study was limited to one state in the USA, a particular portfolio system, and data were collected from only a subset of principals who completed their portfolios (26 out of 70).Practical implicationsThe results of this research indicated that the portfolio work was seen as professional development by principals only if it was contextualized in a larger supportive social network of professional practice. It was the use of the portfolio to promote professional development that allowed the portfolio to be a learning tool, and not just a tool of policy compliance.Originality/valueThis research adds to the literature on professional development for principals by providing evidence that portfolios can be used with novice principals to support their development as leaders in their schools. It also indicates the kinds of social and professional support necessary to make this work.

Continuing Education Reform in Hong Kong

Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conceived, contextualised and managed in Hong Kong, as it moves gradually toward increased adoption of education reforms. These areas are linked in that each describes and critiques contextualization with reference to areas such as accountability, co-operation and professional control.

The Professional Development of Principals: Innovations and Opportunities

This article articulates the importance of professional development programs as complementary to preservice preparation. While on-the-job inservice programs offer preservice administrators a glimpse of the requirements for the position, they do not offer ample time to learn everything about the job prior to practicing. This article offers information about sources of professional development including universities, professional associations, governmental agencies, and not-for-profit organizations. Each source is analyzed, including the focus of the program, its purpose, curriculum, instructional strategies, location, internal coherence and integration of technology. The article also provides examples of exemplary programs offered by each source.