**1. Introduction**

The decreasing number of students and increasing accountability to the public challenge the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change [1].

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation [2]. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers' professional development [3].

important for curriculum development and instructional supervision. CWT and classroom lesson observation enable quick and systematic collection of information to demonstrate the principal's emphases on curriculum and teaching. The benefits in CWT and classroom observation are: (1) administrators become more familiar with the school's curriculum and teachers' instructional practices; (2) administrators can examine the climate of a school; (3) a team atmosphere develops as teachers and administrators examine instruction and student motivation and achievement; (4) administrators establish themselves as campus leaders and instructional mentors, influencing teaching, learning, and ongoing school renewal; and (5) students see that

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

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These concepts differ from the concept of circumambulating the hall in that the principal or director enters the classroom unannounced to observe teachers' instruction. Each observation is aimed at monitoring a teacher's classroom management and does not exceed 10 min. Although some have argued that CWT is just brief, but frequent, classroom visits, CWT is informal observations that allow principals to gather, analyze, or confirm the teaching mes-

Principals' instructional supervision focuses primarily on helping teachers reflect on their actions and promoting school improvement through professional development [8]. Instructional supervision is based on school-based supervision from relevant staff (principals, administrators, teachers, and inspectors) in schools to provide supervision, support, and continuity assessment for teachers' professional development and improvement of the teaching process. Instructional supervision enhances teachers' professional knowledge and promotes the effectiveness of teaching activities [9]. The aims of instructional supervision are as follows: (1) to provide objective feedback to teachers; (2) to diagnose and solve teaching problems; (3) to help teachers develop their strategies and skills; (4) to evaluate teachers for promotions or

This chapter discusses Glickman, Gordon, and Ross-Gordon's (2001) framework of instructional supervision. They concluded principals' five supervisory tasks are as follows: direct assistance, group development, professional development, curriculum development, and action research. They viewed instructional supervision as enabling teachers to improve students' instruction and improve relationships, meeting both organizational and personal needs. Their findings are comprehensive with respect to the specific instructional tasks that

Direct assistance is the provision of personal, ongoing contact with an individual teacher to observe and assist in classroom instruction [12]. It is designed to help teachers improve instruction through CWT, classroom lesson observations, and reflective dialog; moreover, it has been shown to be crucial to the development of both teachers and schools [4, 6]. Through formal and informal interaction, principals attempt to improve teachers' instructional practices. The purpose of the process is to help teachers reflect on their instruction for self-improvement [6]. Group development is the gathering of teachers to make decisions on mutual instructional issues. The principal has a decisive influence on the practice of school curriculum and is the leader in instruction. If the principal promotes a positive attitude in teachers, instructional

both administrators and teachers value and observe instruction and learning [6].

appointments; and (5) to help teachers maintain a positive attitude [10].

sages from many teachers in a short period [7].

integrate teachers' needs and school goals [11].

The relationship between a principal's instructional supervision and a teacher's professional development is of interest to the study of teachers' professional development. Research indicates that principals not only play administrative roles but also instruct teachers. In particular, principals inspire teachers to overcome challenges and changes in education. Principals who are school leaders should consider the influence of teachers' instructional behaviors while emphasizing their own roles in instructional supervision. To positively affect teachers' quality, principals must engage teachers in ways that support improved practice and seek to empower teachers as creative and innovative [4].

In the knowledge-society era, knowledge management (KM) has become a primary strategy for improving a school's competitiveness and a reference for teachers' professional knowledge [4, 5]. If teachers can get useful feedback from principals' supervision of their instruction, they can implement KM behaviors into their professional development. Effective organization, storage, sharing, and leveraging of knowledge can propel teachers to become more adaptive, innovative, and intelligent. Research has shown that the sharing of knowledge among teachers can predict teachers' professional development. Principal instructional supervision can directly influence teachers' professional development; knowledge sharing can mediate this effect and indirectly improve teachers' professional development. In other words, if teachers can share their knowledge with other teachers, they can improve their professional development through the process. If teachers properly apply KM and the principal's opinions to their teaching, they can improve their self-understanding and professional abilities [6].

This chapter discusses the principal's use of instructional supervision to improve teachers' professional development. In the process, the author questions whether teachers' KM behaviors facilitate teacher development. Therefore, the author collects related literature and find the connections among these variables. Next, the conceptual framework for studying the effects was drawn to confirm the connections among these variables. Finally, four steps for principal to improve teachers' professional development were concluded. The author believes the readers can know the relationships among them, and teachers' professional development can be improved through principal's instructional supervision and teachers' KM behaviors.
