FOREIGN LITERATURE

The principal's responsibility is to assign mentors and to identify teachers' staff

development needs. Even more limited is the teacher's role in deciding what his own learning
needs might be. Such a view sees helping teachers learn and grow as essentially external to
the everyday responsibilities of principals.

The Principal’s Role in Teacher Development

Patricia E. Holland:

https://files.eric.ed.gov/fulltext/EJ948665.pdf

Holland (n.d) emphasized the responsibility of principals which assign mentors and
identify the development needs and helping the teachers learn and grow professionally.

Holland (n.d). The Principal’s Role in Teacher Development. Retrieved from

<https://files.eric.ed.gov/fulltext/EJ948665.pdf>.

School principals exercise significant influence on teacher professional development. We identify

four areas where principals have the opportunity to have a substantial impact on teacher learning.
These include: 1. the principal as an instructional leader and learner; 2. the creation of a learning
environment; 3. direct involvement in the design, delivery and content of professional development;
and 4. the assessment of professional development outcomes.
Paul Bredeson

The school principal's role in teacher

professional development
2000

https://www.researchgate.net/publication/249020700_The_school_principal's_role_in_teacher_profess
ional_development
The relationship between a principal’s instructional supervision and a teacher’s professional development is of
interest to the study of teachers’ professional development. Research indicates that principals not only play
administrative roles but also instruct teachers. In particular, principals inspire teachers to overcome challenges and
changes in education. Principals who are school leaders should consider the influence of teachers’ instructional
behaviors while emphasizing their own roles in instructional supervision. To positively affect teachers’ quality,
principals must engage teachers in ways that support improved practice and seek to empower teachers as creative
and innovative 

Principals’ instructional supervision focuses primarily on helping teachers reflect on their actions and promoting
school improvement through professional development [8]. Instructional supervision is based on school-based
supervision from relevant staff (principals, administrators, teachers, and inspectors) in schools to provide
supervision, support, and continuity assessment for teachers’ professional development and improvement of the
teaching process. Instructional supervision enhances teachers’ professional knowledge and promotes the
effectiveness of teaching activities [9]. The aims of instructional supervision are as follows: (1) to provide objective
feedback to teachers; (2) to diagnose and solve teaching problems; (3) to help teachers develop their strategies
and skills; (4) to evaluate teachers for promotions or appointments; and (5) to help teachers maintain a positive
attitude [10].

Chen (2018) stated that the principals are not only play administrative roles but also instruct teachers.
Principals were inspired the teachers to overcome the issues, challenges, and changes in education. To
positively affect teacher’s quality and relevance, principals must be engage the teachers in ways that
support improved practice and seek to empower teacher as creative and innovative.

Chen, C. (2018). Facilitation of Teachers’ Professional Development through Principals’

Instructional Supervision and Teachers’ Knowledge- Management Behaviors. Retrieved
from <https://www.intechopen.com/books/contemporary-pedagogies-in-teacher
education-and-development/facilitation-of-teachers-professional-development-through-
principals-instructional-supervision-and-t>.
An analysis of these data identified areas where the principals implemented Professional
Learning Policy in the schools. The findings indicated that both the principals and teachers
had welcomed the implementation of the state-wide Professional Learning Policy and even
in the initial phases of implementing the policy gave considerable thought to planning and
other management practices. The findings also indicate that collaboration between the
principal and staff was essential for implementation of the policy. Clearly, the principal as
leader of the school Professional Learning Team has the central role in leading and
managing teachers' professional learning and the important functions of this role are
planning; encouraging teachers to participate; implementation of programs; and evaluation
of programs. This study indicates that there are interactive relationships among these roles
and that the principal's attention to one role without concern for the others can result in
unsuccessful and ineffective professional learning programs. The results of this study
provide information on leadership and management practices in teachers' professional
learning that can lead to better outcomes for teachers and ultimately the students they
teach.

Ghaleei (n.d) stated that both the principals and teachers had collaborated in the
implementation of the Professional Learning Policy and in the initial phases of
implementation of the policy gave considerable suggestions in planning and other
management practices. The findings also indicate that the principal is the leader of the
school Professional Learning Policy and being the main role in leading and managing
teacher’s professional learning and managing teachers’ professional development and
the most important functions of the principals are planning; encouraging teachers to
participate; implementation of programs; and evaluation of the programs. The result of
the study of Ghaleei provide the information on leadership and management practices
in teacher’s professional learning that can lead to better outcomes for teachers and
ultimately the students they teach.

The principal's role in teacher

professional learning
 Alireza Ghaleei
 Published 2006
https://www.semanticscholar.org/paper/The-principal%27s-role-in-teacher-professional-
Ghaleei/a506602ce562c69918d712e2306d5cca60c7fdb1

Ghaleei, A. (n.d). The principal's role in teacher professional learning. Retrieved from
<https://www.semanticscholar.org/paper/The-principal%27s-role-in-teacher-
professional-Ghaleei/a506602ce562c69918d712e2306d5cca60c7fdb1>.

Research has increasingly shown that school principals exercised a significant role in teacher
professional development (TPD). Nevertheless, the insights into the particular influence they
exert in this process and how it is exercised still need to be developed. This article focuses on
what school principals consider important working conditions for TDP and which leadership
practices they use to realise these conditions in their schools. Using a multiple case study
design, including 20 semi‐strcutured interviews with primary school principals, the findings show
that they consider both structural (sufficient time and evaluation of TDP interventions) and
cultural (an open work climate and collaboration) conditions to be important for TDP.
Additionally, school principals emphasise the significance of teachers’ learning attitudes,
differentiation in professionnalisation efforts and knowledge sharing in their schools.
Furthermore, the results highlight that they have trouble in realising these working conditions,
especially those for internal learning activities (such as an open work climate). Based on the
results, recommendations are made for further research and policy makers concerning the
preparation and support that principals need to realise (internal) TDP in their schools.

Gaikhorst (2019) shown that school principals has significant role in teacher professional
development. The study of Gaikhorst also focused on what school principals consider important
in working conditions and leadership practices use for teacher’s professional development. The
school principals emphasize the significance of teachers’ learning attitudes, differentiation in the
professionalization efforts and knowledge sharing in their schools.

Workplace conditions for successful teacher professional development: School

principals’ beliefs and practices
Lisa Gaikhorst

October 2019

https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12366
Gaikhorst, L. (2019). Workplace conditions for successful teacher professional
development: School principals’ beliefs and practices. Retrieved
from<https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12366>.

It is believed that establishing professional learning communities develops capacity and improves
students’ learning at school. In order to develop capacity and maintain it, establishing “professional
learning communities” at school is one of the administrative roles that school principals should fulfil. As
far as capacity development is concerned, it is more important for school principals to establish
collaborative professional learning communities at schools than ever. Therefore, the main purpose of
this study is to present what principal roles in establishing professional earning community are in the
current system. The research was conducted qualitatively and the data were collected through
interviews with 15 principals. Results reveal that school principals have significant roles establishing
professional learning communities. However, they do not perform this role adequately.

As instructional leaders, principals are in a unique position to influence collaboration that takes place
among teachers. In order to create a collaborative environment for teachers, principals should have
deep knowledge, skills about professional learning communities and initiation to realize it.

Balyera, et.al (2015) stated that one of the administrative roles of school principals is to

develop capacity development and establish professional learning communities for

teachers, and should have deep knowledge, skills about professional learning

communities. Through interviews with 15 principals, the results revealed that school

principals had significant roles establishing professional learning communities.

However, principals do not perform this role adequately.

https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042815X0036X/1-s2.0-
S1877042815043888/main.pdf?

School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools Aydin
Balyera* Hakan Karatas a , Bulent Alci

2015

Balyera, A. et.al. (2015). School Principals’ Roles in Establishing Collaborative

Professional Learning Communities at Schools. Retrieved from
<https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042815X0036X/1-s2.0-
S1877042815043888/main.pdf?>.

The school leaders, especially the principal, had a critical impact on the development of the school’s
teacher culture via their determination and encouragement. 4. Both the school principal and the
school’s senior teachers played an exemplary and leading role in shaping a high-quality school culture
for professional development

Lee, et.al. (2015) stated that the principal had a critical impact on the development of
the school’s teacher culture via principals’ determination and encouragement. The
school principal and school’s senior teachers showed an exemplary and leading role in
shaping a high-quality school culture for professional development.
Lee, H. et.al. (2015). Principal Leadership and Its Link to the Development of a School’s
Teacher Culture and Teaching Effectiveness: A Case Study of an Award-Winning
Teaching Team at an Elementary School. Retrieved from
<http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/148>.

Principal Leadership and Its Link to the Development of a School’s Teacher Culture and Teaching
Effectiveness: A Case Study of an Award-Winning Teaching Team at an Elementary School

Hsin-Hsiange Lee,

2015

https://journals.sfu.ca/ijepl/555-2772-2-PB.pdf

Hsin-Hsiange Lee & Mao-neng Fred Li (2015). Principal Leadership and Its Link to the Development of a
School’s Teacher Culture and Teaching Effectiveness: A Case Study of an Award-Winning Teaching Team
at an Elementary School. International Journal of Education Policy & Leadership 10(4). URL:
http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/148
FOREIGN STUDIES

Professional development is one strategy that principals can use to support teachers
as they work to increase student achievement. The days of the sit-and-
get professional development are fading. Teachers want to feel empowered and
inspired, and there are a number of strategies principals can employ to meet
teachers’ needs through professional development.
July 9, 2020

How Principals Can Support the Professional Development of Teachers

By:  Tiffany Rehbein

https://www.sadlier.com/school/ela-blog/a-principals-role-in-the-professional-development-of-teachers

Rehbein (2020) stated that teachers want to feel empowered and inspired when the
principals use number of strategies employ to meet teachers’ needs through
professional development.
Rehbein, T. (2020). How Principals Can Support the Professional Development of
Teachers. Retrieved from <https://www.sadlier.com/school/ela-blog/a-principals-role-
in-the-professional-development-of-teachers>.

Principals play a major role in developing a "professional community" of

teachers who guide one another in improving instruction.
The school leader pressing for high academic standards would, for example,
map out rigorous targets for improvements in learning (planning), get the
faculty on board to do what's necessary to meet those targets (implementing),
encourage students and teachers in meeting the goals (supporting), challenge
low expectations and low district funding for students with special needs
(advocating), make sure families are aware of the learning goals
(communicating), and keep on top of test results (monitoring).41
KNOWLEDGE CENTER

Five Key Responsibilities - The School

Principal as Leader: Guiding Schools to
Better Teaching and Learning
Wallace Foundation

No date

https://www.wallacefoundation.org/knowledge-center/pages/key-responsibilities-the-school-principal-
as-leader.aspx

Dettmer (2005) suggests that principals should conduct surveys and use observations to determine
which topics are appropriate for professional development. The topics selected should be
meaningful and meet the identified needs of the campus. The goal of professional development is to
improve and enhance the good teaching practices that are already in place and provide information
about other effective learning strategies that may be used.

Principals play a key role in the delivery of quality instruction. Their responsibilities include ensuring
educational strategies are in place that support effective learning for all students. They serve as a
facilitator, guide and supporter of quality instructional practices. Good principals understand that
improved test scores are important but know that quality instruction is essential for improving student
achievement.

Stetson & Associates, Inc. (2015) cited from the study of Dettmer who suggested that principals
used observation and conduct survey in order to identify the topics which appropriate for
professional development. The topics selected should be meaningful and meet the identified needs
of the teachers for to improve and to enhance the good teaching practice.

THE PRINCIPAL’S RESPONSIBILITIES IN SUPPORTING QUALITY

INSTRUCTION
AUGUST 20, 2015
https://inclusiveschools.org/the-principals-responsibilities-in-supporting-quality-instruction/
Stetson & Associates, Inc.

Stetson & Associates, Inc.(2015). THE PRINCIPAL’S RESPONSIBILITIES IN

SUPPORTING QUALITY INSTRUCTION. Retrieved from
<https://inclusiveschools.org/the-principals-responsibilities-in-supporting-quality-
instruction/>
inadequate resources, including needed curriculum materials; • lack of shared vision about what high-
quality instruction entails; • lack of time for planning and implementing new instructional approaches; •
conflicting requirements, such as scripted curriculum or pacing guides; and • lack of adequate
foundational knowledge on the part of teachers.

This study is significant because teachers need to develop positive teaching identities in order to be
successful in their profession. Principals have significant influence over the identity of early career
teachers. Themes found in the participant responses included communication, support, relationship
building, honesty, trust, visibility and mentoring.

Foulds (2017) stated that principals have significant influence in the identity of early career teachers in
order to develop positive teaching identities to be successful in their profession.
THE PRINCIPALS ROLE IN BUILDING POSITIVE TEACHER IDENTITY IN EARLY CAREER PUBLIC SCHOOL
TEACHERS

Gregory A. Foulds May 2017

https://uh-ir.tdl.org/bitstream/handle/10657/1849/FOULDS-DISSERTATION-2017.pdf?sequence=1

Foulds, G. (2017). THE PRINCIPALS ROLE IN BUILDING POSITIVE TEACHER

IDENTITY IN EARLY CAREER PUBLIC SCHOOL TEACHERS. Retrieved from
<https://uh-ir.tdl.org/bitstream/handle/10657/1849/FOULDS-DISSERTATION-
2017.pdf?sequence=1>

Principals have an invaluable role to play in delivering the type of effective professional development
that is based on a shared vision 69 and goals for student growth, and that is collaborative, collegial, and
focused on useful change. Principals are the nominal leaders of their buildings. For this reason,
principals are responsible for nurturing the building climate and creating and promoting a building wide
vision and goals. An expectation often can be found in job descriptions that principals will be the
instructional leaders in their buildings. They are tasked with teacher evaluation and are expected to
support teacher improvement and growth. Moreover, principals usually maintain the building financial
budget or at least serve as the conduit for acquiring funds for professional development activities.
Principals also oversee building schedules, calendars, and timetables. In short, principals are the primary
decision-makers in their buildings. As such, principals can exert significant influence on teacher
professional development. DuFour (1991) suggests, “The principal is a key figure in determining the
ultimate success of any effort to develop personnel and thus plays a major role in school improvement”
(p. 8).

By leading professional development, principals can coordinate professional development activities that
unify teachers under a shared vision for learning with objectives and goals that aim 70 to improve
teacher quality and practice with the intent of increasing student achievement (Bradley, 2014;
Bredeson, 2000; Diaz-Magglioli, 2004; DuFour, 1991; Firestone & Mangin, 2014; Loucks-Horsley et al.,
1987).

Wise (2017) stated that principals would be the instructional leaders who tasked to

evaluate the teachers and expected to support teacher improvement and growth. As

such, principals are the primary decision makers for the professional develop of his or

her teachers. Wise cited from the studies of DuFour who suggested that the principal is

a key figure in determining the ultimate success of any effort to develop personnel and

thus, plays a major role in school improvement.

https://etd.ohiolink.edu/!etd.send_file?accession=ohiou1490729354601496&disposition=inline

Leading Professional Development: Perceptions of Ohio Principals

Jeffrey T. Wise April 2017

Wise, J.T.(2017). Leading Professional Development: Perceptions of Ohio Principals.

Retrieved from <https://etd.ohiolink.edu/!etd.send_file?
accession=ohiou1490729354601496&disposition=inline>
For this reason, Grogin and Andrews (2002) averred, “the school principal is a key lynchpin between
teacher development and school improvement” (p. 249). This underscores the fact that principals play a
pivotal role in creating and nurturing a success oriented school culture that supports teachers’ PD to
enhance student outcomes.

Effective leaders engage teachers in reflective professional discourse, draw on research and external
ideas to shape their thinking and actions and challenge them to think critically about what they want to
achieve with learners and how they want to do it (Jita & Mokhele, 2014; Steyn, 2008).

Ngema. et.al. (2019) stated that principals play a significant role in creating and
developing a success oriented school culture that supports teachers’ professional
development to enhance student outcomes.

Ngema, M. et.al.(2019). PRINCIPALS’ ROLE IN MANAGING TEACHER

PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS ANALYSIS.
Retrieved from <http://www.scientiasocialis.lt/pec/node/files/pdf/vol77/758-
773.Ngema_Vol.77-6_PEC.pdf>.

PRINCIPALS’ ROLE IN MANAGING TEACHER PROFESSIONAL DEVELOPMENT THROUGH A TRAINING

NEEDS ANALYSIS

Millicent Ngema, Mapheleba Lekhetho

2019

http://www.scientiasocialis.lt/pec/node/files/pdf/vol77/758-773.Ngema_Vol.77-6_PEC.pdf

One of the key responsibilities of teachers is to support teachers and ensure that they receive
professional development continuously in order to stay efficient in their jobs (Ngema, 2016).
Ngema, M. (2016). Using individual needs analysis to promote the effectiveness of foundation phase
teachers in Imfolozi Circuit, KwaZulu Natal. Unpublished doctoral thesis. Pretoria, South Africa:
University of South Africa.

The role of the principals in supervision of teachers was limited. School-based workshops or seminars
were rarely organized by principals while majority of principals relied solely on outside-school
professional development programmes to enhance teachers’ capacity. The study also established that
the most common hindrances to principals’ supervisory role included financial constraint, teachers’
negative attitude towards supervision, high workload on teachers, limited opportunities to attend
professional development among others.

Findings revealed that some principals needed to acquire further skills in supervision of teachers. It was
also found that supervisory activities such as checking of teachers’ records, classroom visits and team
teaching were often delegated to HoDs and Subject heads.

Benedict (2013) found out that the principals were rarely organized school-based
workshops and seminars and relied solely on outside school professional development
programs to enhance teacher’s capacity. The study also revealed that most common
hindrances to principals’ supervisory role included financial constraint, teachers’
negative attitude towards supervision, high workload on teachers, limited opportunities
to attend professional development among others.
SUPERVISORY ROLE OF PRINCIPALS IN ENHANCING TEACHERS’ PROFESSIONAL DEVELOPMENT IN
SECONDARY SCHOOLS IN KITUI WEST DISTRICT, KENYA

UMOH BENEDICT

2013

http://ir.cuea.edu/jspui/bitstream/1/113/1/Umoh%20Benedict.pdf

Benedict, U. (2013). SUPERVISORY ROLE OF PRINCIPALS IN ENHANCING

TEACHERS’ PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN KITUI
WEST DISTRICT, KENYA. Retrieved from
<http://ir.cuea.edu/jspui/bitstream/1/113/1/Umoh%20Benedict.pdf>.