The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

Abstract

PurposeThere is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.Design/methodology/approachA total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.FindingsWe found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.Originality/valueWe argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

Longitudinal Effects of a Professional Development Program on Principals’ Leadership Practices: Results of a Baseline Latent Change Score Model

“…In a qualitative study of a threeyear leadership development program for N = 10 principals in the United States, Andreoli et al (2020) found evidence of changes in principals' leadership practices after participation in PD resulting in school improvement. In a study on principals in Turkey, S. Gümüş and Bellibaş (2020) found a positive relationship between the frequency of principals' participation in PD and their leadership practices aimed at instructional improvement. In a randomised controlled trial, Miller et al (2016) 2022) also found positive changes in principals' leadership practices, evident in an increased number of classroom observations by the principals in the treatment group.…”

Factors Affecting and Affected by Principal Leadership Effectiveness: A Systematic Literature Review

“…Based on research results it is known that self-efficacy affects principals' leadership (Baroudi & Hojeij, 2020) and (Gümüº & Bellibaº, 2020). Professional development also affects the principal's leadership (Gümüº & Bellibaº, 2020). Emotional intelligence affects principals' leadership (Wirawan et al, 2019).…”

“Underprepared” Principals Leading Curriculum Reform in Lesotho

“…However, as leaders, principals act as agents of change who facilitate reform in teaching and learning (Alsharija & Watters, 2020;Ganon-Shilon & Schechter, 2019). Therefore, they need to be equipped, through inservice training, with relevant leadership knowledge and skills to meet the needs of teachers and students (Gumus & Bellibas, 2020). For instance, several countries pair curriculum reforms with specific efforts to prepare and develop school leaders (Alsaleh, 2018;Shafeeu, 2019).…”

“…These statements show that the participants' understanding of learnercentred pedagogy is limited and, as a result, they experience challenges in their leadership of this envisaged pedagogy. Recent research has shown that principals often struggle with the leadership of learner-centred pedagogies despite attending professional development programmes (Gumus & Bellibas, 2020). This pedagogy is well-known for placing emphasis on learners' construction of knowledge (Du Plessis, 2020), fostering participation and empowering them to become life-long learners (Bremner, 2021).…”