STRATEGIES OF SCHOOL PRINCIPALS IN SUPPORTING TEACHERS’ PROFESSIONAL GROWTH WITHIN THE EDUCATIONAL ENVIRONMENT: A FIELD STUDY
This study aimed to explore the strategies employed by school principals in supporting teachers’ professional growth within educational environments inside the Green Line. A qualitative approach was adopted, as it provides deeper insights into principals’ perspectives and practices. The researcher conducted semi-structured interviews with a purposive sample of 30 school principals from both public and private schools during the academic year 2024/2025. The analysis of interview data revealed five major themes reflecting the reality of principals’ strategies in fostering professional growth. These included: the activation of professional growth infrastructure through the provision of modern resources and supportive environments; the use of educational and administrative strategies such as mentoring programs, professional learning communities, and digital platforms; the emphasis on continuous training and capacity building for teachers in both pedagogical and technological skills; the identification of institutional and cultural challenges such as resistance to change and limited support mechanisms; and the positive impact of principals’ strategies on education quality, manifested in enhanced teacher motivation, diversified instructional practices, and improved assessment and monitoring. The study concludes that effective strategies by school principals are essential for sustaining teachers’ professional growth and ensuring the alignment of educational practices with contemporary demands. Success depends on infrastructure readiness, structured training programs, supportive institutional policies, and a culture of collaboration and openness to change.
Professional Growth, School Principals, Educational Environment, Green Line