Administrative Support and Strategic Leadership as Predictors of Teachers’ Professional Development and School Advancement

Abstract

This study examines strategic leadership practices and administrative support as predictors of teachers’ professional development and school advancement. Using a quantitative cross-sectional survey design with 300 secondary school teachers (93.75% response rate), the study found significant positive correlations between strategic leadership practices and teachers’ professional development (r = .68, p < .001), and between administrative support and school development (r = .64, p < .001). Multiple regression analysis revealed that both variables significantly predict professional development (R² = .43) and school advancement (R² = .47), with strategic leadership practices emerging as the stronger predictor (β = .49–.53, p < .001). The school with strong strategic leadership and consistent administrative support should have foster professional learning cultures and contribute to the institutional growth however the result of the study undermines this logic which could be the result of cross sectional design of the research and self-reported data of the schools, which are the limitation of this study.