**3. Summary**

The data from the literature review and teaching experiences in recent years are collected. In summary, there are two central components to the conceptual framework for studying principals' instructional supervision, teachers' KM behaviors, and teachers' professional development [4, 6, 12, 16]. One recognizes a set of critical factors that defines effective instructional supervision, KM behaviors, and professional development. The second establishes an operational path for how principals' instructional supervision affects teachers' professional development and KM. It identifies the variables that mediate (explain) the effects of professional development. A basic model, shown in **Figure 1**, is proposed and its use in all empirical causal studies is recommended.

After that, principals' instructional supervision can affect teachers' professional development. For example, if teachers lack the awareness of content focus, principals should use the direct assistance and curriculum development to make teachers understand the curriculum and strategies in teaching. Principals in Taiwan often assist teachers through workshops to

Facilitation of Teachers' Professional Development through Principals' Instructional Supervision…

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Next, teachers' KM behaviors can positively affect their content focus, active learning, coherence, duration, and collective participation. For example, if teachers have the habits in share their knowledge with each other. The flow in knowledge is frequent. Thus, teachers tend to acquire the knowledge and be an active learner. Teachers generate new knowledge through lessons, creative thinking, research, experimentation, and innovative development. Teachers have positive teacher efficacy and want to improve themselves. If teachers' professional development is increasing, students can get benefits from the process. If teachers' get professional development, their students' grades in examinations will be better than before [4, 23].

This model allows for testing how teachers' can change their own professional development. The model operates with context as a mediator. Each relationship in our path model is reflected in the literature: links among principals, teachers, and students; instruction and student achievement; professional development and teachers' practice; and professional development and student achievement. Although empirical studies including all these elements are rare, the basic components are nearly universal in the theoretical trajectories of teacher learning, but sometimes changing the order to reflect teacher belief changes as a function of

Research step 1 proves that "Principals' instructional supervision can positively affect teachers' KM behaviors." Principals use direct assistance, group development, professional development, curriculum development, and action research to affect teachers' KM behavior [4, 5].

Data collection is the basis of instructional supervision. Principals should allow teachers to understand that the classroom observation data and collection of relevant information are crucial means of instructional supervision. These collections serve as a starting point for the teacher's teaching plans. These data can be considered as true, evident, and measurable observations and as a long-term assessment report. By doing so, the principal can offer more general judgments and collect relevant information for teachers' reference and discussion. The principal's sincere attitude and enthusiasm for participation are critical to improving

This step suggests that the principal should encourage teachers to retrieve documents related to teaching information and knowledge they need by utilizing the school intranet, the Internet, and assistance from colleagues. They can also internalize and apply teaching knowledge to real teaching situations to solve problems and teaching-related issues and provide professional teaching knowledge to coworkers through experience sharing. Currently, teachers

develop instructional competence.

improved students' learning [19].

**4. Conclusion**

instructional supervision.

The model represents the relationships among principals' instructional supervision, teachers' KM behaviors, and teachers' professional development. As shown in **Figure 1**, a theory of action for principals' instructional supervision, teachers' KM behaviors, and teachers' professional development would acknowledge these relationships:


In **Figure 1**, principals can use direct assistance, group development, professional development, curriculum development, and action research to positively affect teachers' KM behaviors. For example, if teachers want to share their knowledge with their coworkers, principals can try to promote a positive attitude and develop a friendly atmosphere in teachers. Next, principals should create teaching groups, and let teachers learn together through the interactions. By doing so, teachers are tend to share their knowledge and believe that principals' instructional supervision can bring benefits to them.

**Figure 1.** Proposed core conceptual framework for studying the effects among principals' instructional supervision, teachers' KM behaviors, and teachers' professional development.

After that, principals' instructional supervision can affect teachers' professional development. For example, if teachers lack the awareness of content focus, principals should use the direct assistance and curriculum development to make teachers understand the curriculum and strategies in teaching. Principals in Taiwan often assist teachers through workshops to develop instructional competence.

Next, teachers' KM behaviors can positively affect their content focus, active learning, coherence, duration, and collective participation. For example, if teachers have the habits in share their knowledge with each other. The flow in knowledge is frequent. Thus, teachers tend to acquire the knowledge and be an active learner. Teachers generate new knowledge through lessons, creative thinking, research, experimentation, and innovative development. Teachers have positive teacher efficacy and want to improve themselves. If teachers' professional development is increasing, students can get benefits from the process. If teachers' get professional development, their students' grades in examinations will be better than before [4, 23].

This model allows for testing how teachers' can change their own professional development. The model operates with context as a mediator. Each relationship in our path model is reflected in the literature: links among principals, teachers, and students; instruction and student achievement; professional development and teachers' practice; and professional development and student achievement. Although empirical studies including all these elements are rare, the basic components are nearly universal in the theoretical trajectories of teacher learning, but sometimes changing the order to reflect teacher belief changes as a function of improved students' learning [19].
