Investigating the Role of Facilitating Principals in The Professional Development of High School Teachers

Document Type : Qualitative Research Paper

Authors

1 M. A. Student in Educational Management, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.

2 Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.

3 Associate Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.

https://doi.org/10.34785/J010.2021.032

Abstract

Support for teacher learning and development is one of the fundamental roles of school
principals. Principals as facilitators can play an effective role in strengthening professional
development of teachers. The main aim of this research was to investigate the role of
facilitating principals in the professional development of secondary school teachers in
District 1 of Ahvaz city with a qualitative method. Snowball sampling method was used to
select the sample. For data collection, semi-structured interview method and data were
extracted and analyzed based on content analysis method. This study sought to answer five
research questions. Findings showed that managers have good skills but need to acquire the
necessary skills in areas such as evaluation, planning and delegation. It was also found that
principals carry out effective activities in the school, but do not draw up appropriate plans
for holding and conducting in-house workshops and seminars. This study also showed that
the most important challenges that principals face in exercising the facilitating role for the
development of teachers' professions are insufficient budget, lack of facilities and teaching
materials, administrative bureaucracies, lack of motivation of teachers and so on.

Keywords

References

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School Administration
Volume 9, Issue 4
December 2021
Pages 93-107

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History

  • Receive Date: 18 August 2021
  • Revise Date: 02 June 2021
  • Accept Date: 20 January 2022

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