**2. Need for professional development**

Very fast changes in science and technology bring in new dimensions in social, political, economic, and cultural fields. Companies are seeking qualified, highly educated workforce having contemporary information and success in their fields. Outputs of education policy of governments effect societal development and also economic prosperity of nations seriously [22]. Earnings, employment, health of the individuals are promoted by education and also education strengthens institutions and encourages social cohesion [23]. In this sense, training of the students successfully to meet the expectations of the business world is very important. This reveals the importance of education. The basic building blocks of education like the rungs of a ladder (primary, lower, upper secondary education and higher education) help students learning not only the subject matter but also develop cognitive, language, emotional, and social skills of the students. As a result, students identify their talents, skills and select their future jobs. There is an increasing demand for schools to demonstrate the progress of their students as twenty-first century learners. To meet these expectations, schools need new generation of instructional leaders who can transform schools. Educational leadership influences not only the school effectiveness [24] but also the performance of students in four pathways as organizational, rational, emotional, and familial [25]. This effect is greater if they focus on teaching and learning [26]. Principals directly affect the academic capacity of schools and influence the growth of students indirectly [27]. Professional development of school principals should continue and be sustainable after they have been appointed to their schools [28]. This will help school principals


While designing professional development programs, patterns of provision, the delivery modes, career stage of school leaders, school improvement practices, human resources, strategic planning, and financial management are considered. Professional development programs can be provided to the school principals by a variety of sources such as school districts, universities, governmental agencies,

#### *Professional Development of Educational Leaders DOI: http://dx.doi.org/10.5772/intechopen.89260*

professional associations, and other organizations [31, 32]. Tingle et al. [33] emphasize that training activities about human capital, school culture, executive leadership, strategic operations, building relationships with peers, and also supervisor support have high influence for continued success of the leaders. There are outstanding examples of professional development programs for school leaders in different countries. Rowland [30] stated that The RAND and George W. Bush Institute offering principal professional development programs; the National Institute for School Leadership's Executive Development Program providing educators in-person and virtual training, and McREL's Balanced Leadership program offering learning modules and workshops have shown a positive impact on student outcomes and staff turnover. School Leaders Network recruits and places principals, engages them in peer networks, and provides one-to-one coaching support to principals in USA. In England, National College for School Leadership now called the College for Teaching and Leadership, established in the late 1990s strengthens the professional development of principals over the course of 4 years before principals can assume a school leadership position [34]. The Wallace Foundation in New York City provides high quality school leadership training for head teachers, successful teachers, and assistant principals. Canadian government is using the Energizing Ontario Education Model and developed a coherent leadership strategy to support school leaders. Each year, only 35 successful school leaders are selected based on leadership-situation exercises and interviews to attend "Leaders in Education" program' at Singapore's National Institute for Education.

Frost [35] emphasized that teacher leadership has been increasingly seen as crucial to educational reform and promoted in the USA and UK. Teachers can develop their leadership potentials and lead innovation in their schools with effective supports such as giving opportunities for open discussion about values, strategies, and leadership; enabling them to identify their professional development priorities; to access relevant literature; and guiding on leadership strategies. Many assistant principals acquire experience during internships or on-the-job training. Responsibilities and job description of assistant principals change from school to school. Their roles should be restructured [24].

There is a need for personalized professional development programs [36]. Sustainable programs can be supported by the professional development community [37]. Training may include workshops focusing on "action plans, collaborative inquiry, field practice, case study analysis, group dialogue, self-study, individual, feedback on performance and apprenticeships" [13]. Also mentoring by the school principals slightly better prepare assistant principals for the principalship [38, 39].
