Portuguese Principals' Professional Development Needs and Preferred Learning Methods

Autor/inn/en	Serrão Cunha, Rosário; Tintoré, Mireia; Cabral, Ilídia; Matias Alves, José
Titel	Portuguese Principals' Professional Development Needs and Preferred Learning Methods
Quelle	In: Education Sciences, 10 (2020), Artikel 219 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Serrão Cunha, Rosário) ORCID (Tintoré, Mireia)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Principals; School Administration; Preferences; Professional Continuing Education; Management Development; Leadership Training; Instructional Leadership; Educational Needs; Training Methods; Reflection; Cooperative Learning; Individualized Instruction; Skill Development; Standards; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Berufsfeldbezogener Unterricht; Weiterbildung; Führungslehre; Instruction; Leadership; Bildung; Erziehung; Führung; Educational need; Bildungsbedarf; Didaktik; Trainingsmaßnahme; Kooperatives Lernen; Individualisierender Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Standard; Ausland
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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01