Portuguese Principals’ Professional Development Needs and Preferred Learning Methods

Abstract

Due to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools’ improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals’ training needs from their viewpoint, particularly in Portugal. Through individual interviews (n = 19) and a questionnaire (n = 117) to principals, we collected data that enable us to understand principals’ perceptions on their training needs, focusing on learning areas, skills to be developed and learning methods. Results show considerable variability, reinforcing the relevance of tailored and contextualised approaches to professional development. Globally, principals request management skills and training opportunities that enable them to develop leadership skills (e.g., personal, interpersonal/socioemotional). Moreover, principals need training on instructional and distributed leadership practices. Collaborative and reflective methods are the ones principals prefer. Practical implications for the design of systematic professional development practices, in a lifelong perspective, are also discussed.

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program

“…The emphasis on individual areas of growth is also highlighted in previous studies as essential given leaders have different needs when it comes to leadership development (Guskey, 2012;Ladegard & Gjerde, 2014;Solansky, 2010). Moreover, others note the importance of self-reflection (Cunha et al, 2020;Rogers et al, 2016), which was consistent with the findings of this study. Peer coaching trios and site visits created an opportunity for leaders to engage in collaborative dialogue and feedback around their professional growth plans and support each other in reaching their leadership development goals.…”

“…There is extensive research on professional development, and in the literature the recommended approaches prioritize active and inquiry-based learning (Adams et al, 2021;Cunha et al, 2020;Gumus & Belibas, 2016;Timperley, 2011;Zepeda, 2019). Others argue for the use of the term professional learning rather than professional development to characterize professional inquiries into practice and sustained learning experiences when compared to traditional one-off approaches (Timperley, 2011).…”

“…Furthermore, these leaders demonstrated an increased commitment to investing their time and efforts in enhancing teaching and learning. According to Cunha et al (2020), principals value professional development, which emphasizes the importance of leadership skill development through active learning methods like job shadowing and self-reflection. The principals in their study expressed a desire for future professional development to include peer learning, coaching, field trips with job shadowing, and action research.…”

“…Zepeda (2019) also noted the value of peer coaching and job-embedded learning. Additionally, Cunha et al (2020) emphasized active learning methods, such as coaching, peer learning, field trips, job-shadowing, and self-reflection. These findings are also consistent with what other literature highlights on the reciprocal relationship of coaching and how it supports one-on-one inquiry and problem solving (Duncan & Stock, 2010;Goldring et al, 2012) and the acknowledgement that coaching as a high-leverage practice for inservice learning (Grissom et al, 2021).…”

Influencia del liderazgo pedagógico del directivo en la enseñanza docente de los centros educativos del distrito de Alto Selva Alegre - Arequipa

“…Esto genera un impacto en la cultura institucional y en las interrelaciones personales (Gentopalacios et al, 2022). Singapur y Finlandia son los países con mejor rendimiento educativo, y ello se encuentra vinculado a los sistemas de liderazgo docente (Serrão et al, 2020) que se desarrollan a nivel formal e informal que va más allá de las formas arcaicas de organizar la escolarización y en el que el modelo enseñanza y aprendizaje no se limita a un profesor por aula (Leithwood et al, 2020).…”