FOREIGN LITERATURE

Balbalin, W. (2017). The Development of Professional Learning Communities

(PLCs) in the Philippines: Roles and Views of Secondary School
Principals. Retrieved from
<https://researchcommons.waikato.ac.nz/bitstream/handle
/10289/11327/thesis.pdf?sequence=5&isAllowed=y>

Balbalin (2017) stated that principals have important role in the

professional development of teachers in schools. Balbalin cited from the studies

of Young and King, the principal is responsible to build the capacity of school in

order to foster conditions in school that support the effective teaching and

learning process. In the study of Balbalin also stated that principals should

encourage teachers to participate in the traditional and most common approach

to professional development such as conferences, seminars, workshops, and

training.

Tomal D. R. (2013). Leading School Change, Maximizing Resources for School

Improvement, Rowman and Littlefield Publisher Inc. New York.

Tomal (2013) pointed out that the catalyst for change is the school

principal which provide skills and technical assistance needed by the teachers in

order to develop their teaching and learning.

Holland (n.d). The Principal’s Role in Teacher Development. Retrieved from

<https://files.eric.ed.gov/fulltext/EJ948665.pdf>.

Holland (n.d) emphasized the responsibility of principals which assign

mentors and identify the development needs and helping the teachers learn and

grow professionally.
Chen, C. (2018). Facilitation of Teachers’ Professional Development through
Principals’ Instructional Supervision and Teachers’ Knowledge-
Management Behaviors. Retrieved from <https://www.intechopen.com/
books/contemporary-pedagogies-in-teacher education-and development/
facilitation-of-teachers-professional-development-through-principals-
instructional-supervision-and-t>.

Chen (2018) stated that the principals are not only play administrative

roles but also instruct teachers. Principals were inspired the teachers to

overcome the issues, challenges, and changes in education. To positively affect

teacher’s quality and relevance, principals must be engage the teachers in ways

that support improved practice and seek to empower teacher as creative and

innovative.

Ghaleei, A. (n.d). The principal's role in teacher professional learning. Retrieved

from <https://www.semanticscholar.org/paper/The-principal%27s-role-in-
teacher-professionalGhaleei/a506602ce562c69918d712e2306d5cca60c7f
db1>.

Ghaleei (n.d) stated that both the principals and teachers had collaborated

in the implementation of the Professional Learning Policy and in the initial phases

of implementation of the policy gave considerable suggestions in planning and

other management practices. The findings also indicate that the principal is the

leader of the school Professional Learning Policy and being the main role in

leading and managing teacher’s professional learning and managing teachers’

professional development and the most important functions of the principals are

planning; encouraging teachers to participate; implementation of programs; and

evaluation of the programs. The result of the study of Ghaleei provide the

information on leadership and management practices in teacher’s professional

learning that can lead to better outcomes for teachers and ultimately the students

they teach.

Gaikhorst, L. (2019). Workplace conditions for successful teacher professional

development: School principals’ beliefs and practices. Retrieved
from<https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12366>.

Gaikhorst (2019) shown that school principals has significant role in

teacher professional development. The study of Gaikhorst also focused on what

school principals consider important in working conditions and leadership

practices use for teacher’s professional development. The school principals

emphasize the significance of teachers’ learning attitudes, differentiation in the

professionalization efforts and knowledge sharing in their schools.

Balyera, A. et.al. (2015). School Principals’ Roles in Establishing Collaborative

Professional Learning Communities at Schools. Retrieved from
<https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042815X0036X
/1-s2.0-S1877042815043888/main.pdf?>.

Balyera, et.al (2015) stated that one of the administrative roles of school

principals is to develop capacity development and establish professional learning

communities for teachers, and should have deep knowledge, skills about

professional learning communities. Through interviews with 15 principals, the

results revealed that school principals had significant roles establishing

professional learning communities. However, principals do not perform this role

adequately.

Lee, H. et.al. (2015). Principal Leadership and Its Link to the Development of a
School’s Teacher Culture and Teaching Effectiveness: A Case Study of an
Award-Winning Teaching Team at an Elementary School. Retrieved from
<http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/148>.

Lee, et.al. (2015) stated that the principal had a critical impact on the

development of the school’s teacher culture via principals’ determination and

encouragement. The school principal and school’s senior teachers showed an

exemplary and leading role in shaping a high-quality school culture for

professional development.

Qutoshi, S, B. (2014). The Role of a Principal / Headteacher in School

Improvement: A Case Study of a Community-Based School in Pakistan.
Retrieved from<https://www.researchgate.net/publication/273131862_The
_Role_of_a_Principal_Headteacher_in_School_Improvement_A_Case_St
udy_of_a_CommunityBased_School_in#:~:text=Headteacher
%20performs%20her%20best%20to,teachers%20motivating%20and
%20satisfying%20parents>.

Qutoshi (2014) stated that head teacher perform best to provide and keep

their teachers motivate and improve teaching and learning. Qutoshi cited from

the study of Lizotte and Moos that head teacher is complex, daunting, multi-

dimensional, and multi-layered in school improvement.

Batool, A. (2018). Head Teacher as an Instructional Leader in School. Retrieved
from <http://pu.edu.pk/images/journal/ier/PDF-FILES/6_40_1_18.pdf>

Batool (2018) revealed that the head teachers showed support to their

teachers through enhancing and developing the creativity, introduce innovation

and practice new skills in the classroom. Head teacher held meetings with

teachers to discuss the students’ performance and solve the problems of

teachers as an instructional leaders.

Mcclean, W. (2016). The Master Teacher: Role and Responsibilities in the

Reform Process. Retrieved from
<https://www.researchgate.net/publication/
306255083The_MasterTeacher_Role_and_Responsibilities_in_the_Refor
m_Process>.

Mcclean (2016) stated that master teacher serves as mentor, facilitator,

curriculum specialist, collaborator and advocate for professional development

and other vital policies within the educational institution. Master teacher are very

knowledgeable regarding the curriculum, pedagogy, practice and methodology of

education. They are not willing to move into educational administration, but

instead prefer to remain within the classroom and work at that level. Mcclean

cited from the study of White that the master teacher shall be maintained in the

classroom and shall not be assigned duties of an administrator. This provision

shall not prohibit the master teacher from serving as an evaluator.

 FOREIGN STUDIES
Rehbein, T. (2020). How Principals Can Support the Professional
Development of Teachers. Retrieved from
<https://www.sadlier.com/school/ela-blog/a-principals-role-in-the-
professional-development-of-teachers>.

Rehbein (2020) stated that teachers want to feel empowered and inspired

when the principals used number of strategies employ to meet teachers’ needs

through professional development.

Stetson & Associates, Inc.(2015). THE PRINCIPAL’S RESPONSIBILITIES IN

SUPPORTING QUALITY INSTRUCTION. Retrieved from
<https://inclusiveschools.org/the-principals-responsibilities-in-supporting-
quality-instruction/>

Stetson & Associates, Inc. (2015) cited from the study of Dettmer who

suggested that principals used observation and conduct survey in order to

identify the topics which appropriate for professional development. The topics

selected should be meaningful and meet the identified needs of the teachers for

to improve and to enhance the good teaching practice.

Foulds, G. (2017). THE PRINCIPALS ROLE IN BUILDING POSITIVE TEACHER

IDENTITY IN EARLY CAREER PUBLIC SCHOOL TEACHERS. Retrieved
from <https://uh-ir.tdl.org/bitstream/handle/10657/1849/FOULDS-
DISSERTATION-2017.pdf?sequence=1>
 Foulds (2017) stated that principals have significant influence in the

identity of early career teachers in order to develop positive teaching identities to

be successful in their profession.

Wise, J.T.(2017). Leading Professional Development: Perceptions of Ohio

Principals. Retrieved from <https://etd.ohiolink.edu/!etd.send_file?
accession=ohiou1490729354601496&disposition=inline>

Wise (2017) stated that principals would be the instructional leaders who

tasked to evaluate the teachers and expected to support teacher improvement

and growth. As such, principals are the primary decision makers for the

professional develop of his or her teachers. Wise cited from the studies of

DuFour who suggested that the principal is a key figure in determining the

ultimate success of any effort to develop personnel and thus, plays a major role

in school improvement.

Ngema, M. et.al.(2019). PRINCIPALS’ ROLE IN MANAGING TEACHER

PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS
ANALYSIS. Retrieved from <http://www.scientiasocialis.lt/pec/node/files/
pdf/vol77/758-773.Ngema_Vol.77-6_PEC.pdf>.

Ngema. et.al. (2019) stated that principals play a significant role in

creating and developing a success oriented school culture that supports

teachers’ professional development to enhance student outcomes.

Wanjiku, G. (2014). The role of headteachers in curriculum and instructional
management: a case of secondary schools, in Gatundu District, Kiambu
County, Kenya. Retrieved from <https://ir-library.ku.ac.ke/handle/1234
56789/12049>.

Wanjiku (2014) stated that the most of the head teachers were rarely

engaging in their roles on curriculum and instruction may affects the students’

performance.

Benedict, U. (2013). SUPERVISORY ROLE OF PRINCIPALS IN ENHANCING

TEACHERS’ PROFESSIONAL DEVELOPMENT IN SECONDARY
SCHOOLS IN KITUI WEST DISTRICT, KENYA. Retrieved from
<http://ir.cuea.edu/jspui/bitstream/1/113/1/Umoh%20Benedict.pdf>.

Benedict (2013) found out that the principals were rarely organized

school-based workshops and seminars and relied solely on outside school

professional development programs to enhance teacher’s capacity. The study

also revealed that most common hindrances to principals’ supervisory role

included financial constraint, teachers’ negative attitude towards supervision,

high workload on teachers, limited opportunities to attend professional

development among others.

Millinga, T, B. (2014). THE EFFECTIVENESS OF SCHOOL-BASED IN-

SERVICE TRAINING FOR PRIMARY SCHOOL TEACHERS IN
ENHANCING TEACHER PROFESSIONAL DEVELOPMENT: A CASE
STUDY OF BAGAMOYO DISTRICT IN TANZANIA. Retrieved from
<http://repository.out.ac.tz/699/>.
 Millinga (2014) revealed that teachers were motivated to participate in

professional development activities and these led by need to improve knowledge

and possibility of sharing and exchanging views with others as significant for

many teachers to participate in professional development activities.

New Jersey Department of Education (2019). The Role of the Master Teacher.
Retrieved from <https://www.nj.gov/education/ece/psguide/master.htm>.

New Jersey Department of Education (2019) stated that the role of master

teacher was to visit the classroom and coach teacher using reflective practice to

improve instruction.