School management in the professional development of teachers: interactions with a pedagogical university

Introduction. The issue of professional development for teachers is a pressing concern in contemporary education. Identifying scientifically grounded methods to enhance this process is crucial for achieving the objectives of modern education.

Aim. This study aims to identify the school management models that are most effective for facilitating the professional development of teachers.

Methodology, methods and techniques. The Clarke and Hollingsworth professional development model served as the conceptual framework for this study, alongside the findings from N. V. Storchak’s research, which emphasises the components of school leaders’ activities related to the professional development of teachers. This article presents the results of a qualitative study examining the managerial practices of educational organisation leaders, based on semi-structured interviews conducted with teachers (n = 15), school leaders (n = 8), deputy directors (n = 2), and heads of subject associations (n = 4) across nine educational organisations (n = 9).

Results and scientific novelty. As a result of the study, two models of management for the professional development of teachers in general education organisations were identified: the executive model, which focuses on strict adherence to the requirements for the professional development (advanced training) of teachers, and the stimulating model, which emphasises the proactive efforts of school leaders in facilitating teachers’ professional development. These models are aligned with the educational quality management frameworks employed by school leaders.

Practical significance. The results obtained can serve as a valuable resource for school leaders in organising effective management of teachers’ professional development.

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