Professional Development Needs and Administrative Competencies of Primary School Principals: A Greek Case Study

Introduced by: Angelica S. Quinlog

Research Title: Professional Development Needs and Administrative Competencies of Primary School Principals: A Greek Case Study
Authors: Nikolaos Raptis, Nikolaos Psyrras, Konstantinos Mastrothanasis, Sevasmia Aikaterini Koutsourai
Journal: European Journal of Humanities and Social Sciences (EJ-SOCIAL)
Published: November 25, 2025

DOI: https://doi.org/10.24018/ejsocial.2025.5.6.621 

Research Overview

Effective school leadership is a cornerstone of quality education and institutional success. Yet, in many systems—including Greece—there is limited structured support for principals’ professional development. This study explores the professional development needs and administrative competencies of public primary school principals in Central Greece, focusing on the forms, thematic priorities, motivations, and scheduling preferences for professional learning programs. 

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Research Objectives

The study set out to clarify several key questions regarding primary school principals’ professional development:

1. Preferred forms of professional development programs for principals

2. Thematic areas of professional interest that principals believe will enhance their administrative competencies

3. Motivations for participating in training and development programs

4. Principals’ timing preferences for when professional development activities should be conducted

These objectives aimed to identify how best to design future training and development strategies aligned with principals’ real needs within the Greek educational context. 

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Methodology

This research used a quantitative design, gathering data from 226 public primary school principals in the region of Thessaly, Central Greece. Participants responded to an online questionnaire developed by the researchers and validated through a pilot study. The instrument included demographic questions and 21 Likert-scale items addressing professional development formats, content areas, motivations, and timing. Data were analyzed using descriptive statistics, and exploratory tests (t-tests and chi-square) examined differences across demographic groups. 

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Key Findings

🔹 Preferred Forms of Professional Development

Principals showed strong support for:

• Workshops and intensive seminars

• Blended learning models

• Videoconference and distance learning options

There was also a strong emphasis on linking theory with practice, as 91.3% of respondents valued practical application in training programs. 

🔹 Thematic Areas of Interest

The topics principals prioritized most included:

• Use of new technologies in school administration

• Educational organization and administration

• Promotion of innovative practices

• Prevention and management of school bullying

• Development of 21st-century skills

By contrast, interests in student assessment and school self-evaluation training were notably lower. 

🔹 Motivations for Participation

Principals identified key incentives for joining professional development programs:

• Awarding of career credit points

• Certification and recognition

• Financial support, although seen as less essential than certification or credits. 

🔹 Timing Preferences

Opinions varied on when training should take place:

• Many principals preferred training during school hours

• Others were open to sessions before or after the academic year

• Fewer chose programs conducted outside school hours. 

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Conclusion

The study found that Greek primary school principals value flexible, certified, and practice-oriented professional development that blends traditional and modern learning modes and integrates real school issues with administrative and technological skills. The results emphasize the need for structured training programs tailored to principals’ needs, rather than generic solutions. Moreover, there is a clear trend toward digital support and blended formats that accommodate busy professional schedules. 

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Final Thoughts

This research provides solid empirical evidence on what school leaders actually need from professional development in the modern educational landscape. Its findings are especially relevant for policymakers, educational planners, and universities designing leadership training.

By listening to principals’ voices about preferred formats, content areas, motivations, and timing, educational systems can build professional development programs that are not just mandated—but genuinely useful and empowering for school leaders.

This study also highlights the ongoing transition in educational leadership: from traditional, bureaucracy-oriented preparation to adaptive, technology-informed, and practice-linked professional learning—a shift that can strengthen school leadership capacity nationwide. 

References

https://eu-opensci.org/index.php/ejsocial/article/view/18621

Raptis, N., Psyrras, N., Mastrothanasis, K., & Koutsourai, S. A. (2025). Professional development needs and administrative competencies of primary school principals: A Greek case study. European Journal of Humanities and Social Sciences, 5(6), Article 621.