The present study aims to identify the reality of professional development (meeting the professional needs and keep pace with the development requirements of the leadership of the 21st century) among the assistant principals of general education schools in Al-Zulfi Governorate. It also aims to make suggestions to improve the programs of professional development for the assistant principals. It adopted the analytical descriptive approach because it fits its nature. It applied a questionnaire to a sample of (19) assistant principals in Al-Zulfi Governorate. The results showed that the programs of professional development for assistant principals should be developed from their perspective. The assistant principals should be trained in the leadership programs for principals. Furthermore, the participants agree on the role of professional development programs in improving their leadership skills to practice tasks efficiently. These programs help the assistant principals benefit from others' experiences. The skills of strategic planning, communication, professional learning communities management, crisis management, and change management should be developed among the assistant principals. The participants demonstrated good experience in decision-making and teamwork management. Additionally, the professional development programs of the assistant principals should keep pace with the Saudi Vision 2030, as well as the present and future aspirations of the Ministry of Education of principals. Greater emphasis should be placed on the leadership skills of the 21st century. Some suggestions were made to improve the professional development programs for the assistant principals of general education schools. The study recommends varying professional development programs, e.g., school visits, coaching, professional learning communities, meetings, external visits, symposia, and conferences.
بنت صالح الشمري, فوزية
"واقِعُ التَّطوير المهنيِّ لوكيلات مدارس التَّعليم العام في مُحافظة الزَّلفي,"
Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط: Vol. 36
, Article 12.
Available at: https://digitalcommons.aaru.edu.jo/jfe_au/vol36/iss7/12