Beyond the principal's shadow: Exploring the leadership roles of deputy principals in promoting teacher professional learning in Turkish schools

Abstract

This study aimed to explore the leadership roles of deputy principals in promoting teacher professional learning in Turkish lower secondary schools. Utilising a qualitative research approach, data were gathered from 10 deputy principals via semi-structured interviews. Thematic analysis was used to analyse the data. Findings suggest that deputy principals enhance teacher professional learning by identifying teachers' professional needs, providing personalised technological support, offering emotional and professional encouragement, providing resources and support, demonstrating best practices, and encouraging reflective practices. Deputy principals also play an important role in fostering collaborative relationships among teachers and engaging with the broader school community, creating a supportive environment conducive to professional learning. We discuss implications for policy and practice.