Literature Review: The Principal's Role as a Facilitator in the Professional Development of Elementary School Teachers

Abstract

Professional development of elementary school teachers is a key element to improving the quality of education, with principals as facilitators having a strategic role in this process. Teacher professionalism includes improving pedagogic, professional, social and personality competencies that support effective learning. This literature study aims to examine the role of principals as facilitators in developing teacher professionalism based on current literature. The study was conducted by analysing journals, books and scientific articles related to educational leadership and teacher professional development. The results show that principals act as facilitators by providing needs-based training, academic supervision and collaborative coaching. Principals also function as motivators by encouraging teachers to participate in development programmes such as workshops, seminars and educational technology training. In addition, principals create a learning culture that supports the exchange of ideas and best practices among teachers. The main constraints identified include limited resources and time, while supporting factors include principals' commitment and education policy support. The conclusion of this study confirms that effective principals as facilitators can improve teachers' professionalism, which in turn contributes to improving the quality of education in elementary schools. This study recommends strengthening the capacity of school principals through leadership training.