A Study on the Role and Support of School Principals in Promoting Primary School Teachers’ Professional Development
DOI:
https://doi.org/10.65168/Keywords:
school principal, teacher professional development, leadership style, ethical values, motivation, personal development plan, training activities, shared goalsAbstract
This paper aims to clarify the impact of principals' roles in support on the professional development of primary school teachers. The participants comprised 96 primary school teachers and principals from Hulunbuir, Inner Mongolia Autonomous Region, China. The survey package and SPSS software were used to record and analyze the data. The findings show that the leadership style, ethical value, and motivational ability of principals have a direct and indirect effect on teachers’ pedagogical development. For example, the principal's ability to clearly define the vision, communicate directly with teachers, support new initiatives, offer development plans that meet individual needs, and regularly organize training seminars increases teachers' intrinsic motivation, work engagement, and creativity.
The results suggest that the leadership of principals in schools is not an administrative instrument, but an essential variable related to the professional development of teachers, the school culture, and instructional quality. Therefore, building principals’ leadership and organizing systematic professional support programs are important elements for school development policies based on teacher professional growth.
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