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Exploring the role of the principal in the teacher professional development

Rexhep Krasniqi (2021) Exploring the role of the principal in the teacher professional development. PhD thesis.

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    Continuous professional development facilitates the improvement of teachers’ professional knowledge, competencies, and performance. Through learning, teachers master educational novelties and keep pace with various developments to help students acquire and develop new knowledge, skills, and competencies. This life-long process depends on teachers’ needs, experience, personality, and objectives and the principal is considered to be the driving force behind teachers’ engagement in learning activities. The purpose of this study was to explore the role of the principal in the teacher professional development. It was conducted in 24 schools in four municipalities of Kosovo. The sample included 518 teachers and eight principals. The research employed the mixed-methods approach and data were collected through questionnaires and interviews. The findings show that the dominant methods of teacher professional development in the research context include training programs, workshops, activities of professional communities, and cooperative pairs. Teachers prefer the programs enabling them to extend their licenses and programs that are linked to teaching and learning methods. Due to constraining factors, principals have limited alternatives to organize school-based learning activities more often. However, principals support teachers to attend learning programs offered by various organizations and advise them to be committed to life-long learning. Principals have a leading role in the identification of teachers’ professional development needs and arranging the structures and activities of professional communities. The main constraints encountered by principals to offer teachers a bigger support for attending professional development activities include teachers’ personal conditions, the lack of funds and monitoring, regulatory policies, school size, and inadequate infrastructure and schedules. The research did not find statistically significant differences between teachers regarding principal’s role in the teachers’ professional development and the impact of collaborative learning on their professional practices. The findings of this study will contribute to the body of literature on educational leadership and teacher professional development practices.

    Item Type: Thesis (PhD thesis)
    Keywords: Principals, teachers, professional development, collaborative learning, professional communities, workshops, training programs, cooperative pairs
    Number of Pages: 273
    Language of Content: English
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Janez VogrincMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/91909891
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 7078
    Date Deposited: 04 Jan 2022 12:11
    Last Modified: 04 Jan 2022 12:11
    URI: http://pefprints.pef.uni-lj.si/id/eprint/7078

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