The school principal’s role as a leader in teachers’ professional development: the case of public secondary education in Athens

Abstract

This research aimed to examine the role of leadership in the school environment and leadership’s contribution to the effectiveness of teachers’ professional development in the public secondary education of Athens to improve the learning process and school quality. More specifically, this study highlights the school principal's contribution as a leader in teachers’ professional development. The choice of leadership style (education, administrative, transformational, ethical, participatory, and contingent) positively impacts teachers’ professional development. Data were collected from 180 teachers of the public secondary education of Athens, involving lower secondary schools, upper secondary vocational and general schools, excluding private and other types of schools. SPSS software was used to perform quantitative analysis of the collected data. The results showed no statistically significant correlation between teachers’ gender, skills, characteristics, and abilities. However, it was observed that there is a statistically significant correlation between age, tolerance, and rejection of educational techniques on teaching practice. The evidence from this study confirmed a direct impact of the school principal’s training on teachers’ professional development. Finally, it was concluded that the school principal – the leader should work as a learning manager to lead teachers in professional development and as a learning manager and an inspiration for lifelong learning.

A Combination of Context Input Process Product and Kirkpatrick Evaluation Model to Determine the Effectiveness of E-Training for Principals during COVID-19 Pandemic

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“…Training for principals would help them perform their duties, identify their roles and responsibilities, and plan, regulate, and report their activities (Brauckmann et al, 2020;Gurmu, 2020). School leader training affects teachers' professional development (Chalikias et al, 2020;Mestry, 2017;Purinton & Khalil, 2016). It also impacts learning quality and student achievement (Gurmu, 2020;Indra et al, 2020;Norberg, 2019;Winingsih & Sulistiono, 2020).…”

Eksplorasi faktor-faktor penentu kompetensi profesional guru MTs: Perspektif supervisi, pengalaman, dan disiplin kerja

“…Pengawasan memainkan peran penting dalam meningkatkan kinerja guru, dengan kepala sekolah menyesuaikan gaya komunikasi dan interaksi untuk meningkatkan efektivitas guru (Warman et al, 2021). Lebih lanjut, gaya kepemimpinan kepala sekolah, budaya organisasi, dan supervisi pembelajaran berdampak positif terhadap kinerja guru (Chalikias et al, 2020). Supervisi yang efektif oleh kepala sekolah berkontribusi positif terhadap peningkatan kinerja guru (Hassan et al, 2021).…”

Discipline and Work Environment Affect Employee Productivity: Evidence From Indonesia

“…The work environment can affect an employee's emotions. If the employee enjoys the work environment in which he/she works, the employee will feel at home in his/her workplace to do activities so that work time is used effectively and optimistic employees' work performance is also high (Alhamda et al, 2020;Alzamel et al, 2020;Chalikias et al, 2020;Gulzar et al, 2020;Liao et al, 2020;Riyadi et al, 2020). The work environment includes established working relationships between fellow employees and employment relationships between subordinates and superiors and the physical environment in which employees work (Achu Ayuk et al, 2020;Bove, 2020;Collier-Bordet et al, 2020;Rizova et al, 2020;Tsitsovits, 2020;Victoria & Ortigosa, 2020).…”