Perceptions of lived experiences of school principals of their professional development Process

Subject Areas : Education

Narges Safdari ¹ , Davood Ghorooneh ² , Morteza Karami ³

1 - Master of Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran.
2 - Assistant Professor, Department of Educational Administration and Human Resource Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
3 - Associate Professor, Department of Curricullum Studies and Instruction, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

Received: 2021-10-18 Accepted : 2022-03-05 Published : 2022-12-22

Keywords: educational leadership, School Principals, Professional Development,

Abstract :

Introduction: The purpose of this study was to study the lived experience of school principals of the professional development process in order to provide solutions to improve it in Tabadakan district of ​​Mashhad. research methodology: The research method was qualitative and phenomenological. Participants in the study were selected using purposive sampling method and the method of selecting the desired items, which included 22 sample principals of schools in Tabadakan district of Mashhad. In order to collect data, semi-structured interview method was used. Data analysis was performed using open and axial coding method. Findings: The results of the study showed that based on the lived experience of successful managers, their development process have occurred in three main dimensions: 1) skills, 2) knowledge and information and 3) personality traits. Also, methods of professional development of school principals include individual methods (modeling, searching the Internet, exchanging opinions with colleagues, forming groups in cyberspace, reading different books, and daily evaluation and monitoring) and organizational methods Experience, internship, travel, board meetings and in-service classes). Conclusion: The strategies identified to improve the process of professional development of school principals from their perspective fall into four main categories: 1) improving the design and planning of professional development opportunities, 2) supporting development activities, 3) proper evaluation of the development process, and 4 Encourage managers' development activities.

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