Professional Development Needs and Administrative Competencies of Primary School Principals: A Greek Case Study

The improvement of school principals’ training constitutes a key priority for enhancing the quality of school management and is recognized as a decisive factor in administrative performance. The present study examines the effectiveness of professional development and training of primary school principals, focusing on their attitudes towards forms of training, thematic areas, and motivations for participation. The research involved 226 principals of public primary schools in Central Greece during the 2024–2025 school year. Data were collected through an online questionnaire and analyzed quantitatively. The findings indicate that the overwhelming majority of participants attach particular importance to the necessity of specialized training in educational administration, while simultaneously expressing a preference for attending distance learning programs within school schedule, with a thematic focus on the use of modern technological tools and on practices of educational organization and administration.

Introduction

School principals play a critical role in the quality and achievement of school objectives, as their professionalism and skills influence organizational culture, effectiveness (Çakır & Özgenel, 2024; Tonich, 2021; Torres, 2022), school development (Bush, 2023; Dacpano, 2022; Eisenschmidtet al., 2025), and student performance (Bhuttahet al., 2024; Even & BenDavid-Hadar, 2025; Parveenet al., 2024). Contemporary educational conditions demand that leaders take initiatives, empower staff, and promote collaborative processes, while continuous professional training is an essential prerequisite for adaptation and professional growth (Sahlin, 2025), as also acknowledged by the European Union (Ostinelli & Crescentini, 2024).

In the Greek educational context, there is no institutionalized framework for training programs targeting school leaders, either from universities or from official training bodies (Elefterakis & Botonaki, 2022). As a result, many principals assume responsibilities without sufficient administrative preparation (Mastrothanasiset al., 2011; Mastrothanasis & Tsapouri, 2011; Raptiset al., 2021; Raptis, 2022), which is linked to the absence of relevant courses in teacher training colleges and their late introduction into university curricula (Lagoudakos & Karageorgos, 2014). This gap is further reinforced by the lack of structured training programs for leadership positions (Antypas, 2018) and the absence of a systematic needs assessment, which is a prerequisite for the effective design of professional development programs (Zamiri & Esmaeili, 2024). Such a process requires recording of demographic and professional characteristics, analysis of the organizational context, and documentation of existing training practices (Hallinger & Bridges, 2017).

The training of principals must align with contemporary trends towards school autonomy, expansion of pedagogical freedom, system decentralization, and effective governance (Niescheet al., 2023; Raptiset al., 2025; Ugarteet al., 2022). The transition from bureaucratic administration to modern forms of public management necessitates adaptive leadership models and rational resource management (McKay, 2018). Within this framework, it is essential to support principals in transforming from administrators of formal procedures to leaders who foster organizational renewal and motivate human resources (Setyowati & Octafian, 2025).

This study assumes that the professional development of principals involves a continuous cycle of reflection and practice enhancement through both formal and informal training experiences, aimed at strengthening their pedagogical and managerial skills and linking them to social and digital contexts (Brauckmannet al., 2023; Raptiset al., 2024).

Conceptually, it draws on Adult Learning Theory (Knowles, 1978) and Transformational Leadership Theory (Bass & Avolio, 1994), which emphasize reflective practice, motivation, and adaptive leadership as key drivers of professional growth. These theoretical perspectives provide a foundation for understanding how principals engage with professional learning and how training design can foster both self-directed development and collective school improvement.

Based on these considerations, the present study seeks to address the following research questions:

(1) What are the preferred forms of professional development among primary school principals in Greece?

(2) Which thematic areas do principals consider most relevant to their professional growth?

(3) What are their main motivations for participating in professional development programs?

(4) How do principals perceive the appropriate timing of such programs?

It is further hypothesized that Greek principals will show a strong preference for flexible, certified, and technology-supported training formats that effectively combine theoretical and practical elements.

Literature Review

Previous research on school leadership and professional development highlights the pivotal role of principals as key drivers of school improvement and instructional quality (Bush, 2023; Torres, 2022). Studies conducted in European contexts emphasize the necessity of continuous, structured training that enhances principals’ managerial and digital competencies (Brauckmannet al., 2023; Ostinelli & Crescentini, 2024). Moreover, literature points to the growing importance of integrating leadership theory with practical experience to strengthen school governance (Castro, 2019; Yoder, 2019).

However, within the Greek educational system, the research landscape remains fragmented, with limited empirical data on the specific training needs of school principals (Elefterakis & Botonaki, 2022; Raptis, 2022). Prior studies underline deficiencies in leadership preparation and the absence of institutionalized programs addressing modern challenges such as digital transformation and organizational autonomy (Kafa, 2025; Mpuangnan & Roboji, 2024). By addressing these gaps, the present study aims to contribute new empirical evidence on the priorities, motivations, and preferred training forms of Greek principals, thereby informing both national policy and future research on educational leadership development.

The Purpose of the Study

The present study aimed to investigate the quality of training and the professional development of the administrative competencies of primary school principals within the Greek educational context. The objective is to highlight and analyze principals’ perspectives and attitudes regarding various forms of training, the thematic areas of interest, motivations that drive their participation in professional development programs, as well as their preferences regarding the time and organization of these programs. This study also seeks to interpret how these preferences relate to broader educational reforms, digital integration, and the evolving role of school leadership in Greece.

Methods

This study was conducted using a quantitative research design, and data were collected through an online questionnaire designed and developed by the researchers. Prior to its distribution, the questionnaire underwent a pilot implementation in order to evaluate its reliability and validity. The sampling focused on the principals of primary schools in the region of Thessaly, located in Central Greece, to whom the questionnaire was distributed for completion via an online platform, with the aim of capturing the main characteristics and trends of their responses.

A total of 226 principals of public primary schools in Central Greece, specifically in the region of Thessaly, participated in this study. The sample was selected using the method of random sampling, which is considered to be one of the most effective and widely applied sampling techniques. This method ensures the objectivity of the sampling process, allows for rapid data collection, and provides high flexibility in the research procedure (Rahmanet al., 2022).

The questionnaire consisted of two parts: The first part included questions regarding the collection of personal and demographic data of the participants. The second part comprised twenty-one questions evaluated on a five-point Likert scale (“5 = Very much,” “4 = Much,” “3 = Moderately,” “2 = Little,” “1 = Not at all”). These questions examined dimensions such as the form of professional development, the thematic areas of training programs, the motivations for participation, and the timing of the training.

The collected data were coded and organized into frequency distribution tables, and statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS), version 30. Data processing was primarily based on descriptive statistics. Additionally, exploratory inferential analyses (independent samples t-tests and chi-square tests) were conducted to examine whether principals’ preferences and motivations differed significantly across demographic characteristics such as gender, years of administrative experience, and school size. These supplementary tests aimed to provide a more comprehensive understanding of potential subgroup variations within the sample.

Reliability and Validity of the Questionnaire

Initially, a Cronbach’s alpha reliability test was conducted for the factors concerning the forms of professional development of principals, the thematic areas of interest, the motivations for participation in training programs, and the timing of their implementation. For all the above factors, the Cronbach’s alpha values were higher than 0.700, indicating high internal consistency of the measurements (Table I).

Table I. Reliability Test (Cronbach’s Alpha)

Factors	Cronbach’s a
Forms of professional development	0.833
Thematic areas of interest	0.811
Motivations for participation in training programs	0.878
Timing of training implementation	0.814

Results

The results of the present study, following their analysis, are presented below based on the four main thematic axes of the research: forms of professional development, thematic areas of interest, motivations for participation in training programs, and timing of training implementation.

Overall, the descriptive analysis reveals clear trends regarding principals’ preferences and priorities, providing valuable insights into how they perceive their professional development needs within the Greek educational context.

Furthermore, exploratory inferential analyses (t-tests and chi-square tests) did not reveal any statistically significant differences in responses between demographic subgroups such as gender, years of administrative experience, or school size. This finding suggests that the reported preferences and motivations were largely consistent across the sample, indicating a shared perception of professional development priorities among principals.

Forms of Professional Development

As shown in Table II, the majority of the surveyed principals indicated that they would participate in a training program in the form of a workshop, while a small percentage, (around 5.4%), expressed complete reluctance toward this type of training. In all the cases, the overall trend was positive. Subsequently, an overwhelming majority of principals supported participation in an intensive seminar-style training program. Only a small percentage (4.8%) expressed a negative stance toward this form of professional development.

Table II. Principals’ Preferred Forms of Professional Development

Forms of professional development	Very much	Much	Moderate	Little	Not at all
Workshop	25.7	40.9	14.3	13.7	5.4
Intensive seminar	28.8	42.7	15.1	9.4	4.8
Distance learning (asynchronous)	21.4	33.7	26.8	14.3	3.8
Distance learning (videoconference)	16.2	25.3	34.6	15.7	8.2
Blended system	21.2	46.5	22.1	8.5	1.7
Linking theory with practice	19.8	40.3	31.2	5.4	3.3

Concerning distance learning in its asynchronous form, responses were somewhat mixed, with 33.7% being positive about distance training through conventional means, while 18.1% preferred such a program minimally.

Regarding videoconference as a form of real-time communication training, it was largely supported by the principals, with 76.1% showing a preference for this type of professional development. Additionally, blended learning approaches are favored, with 89.8% of principals preferring this method, as it combines traditional and modern training methods.

Finally, the vast majority of participants in this study (91.3%) acknowledged the need for the practical application of all theoretical topics covered in training programs.

In summary, the findings suggest that principals strongly value interactive and practice-oriented approaches to learning. Traditional forms remain relevant, but the growing appeal of blended and distance learning models indicates a shift toward more flexible and technology-supported training opportunities.

Thematic Areas of Interest

According to Table III, the data highlight a strong need for training related to the use of new technologies in school administration and education. In the era of emerging technologies and artificial intelligence, 65.8% of principals reported an increasing need for training in the use of digital tools and resources for school management. Furthermore, 61.2% of the principals expressed their preference for including the thematic areas of educational organization and administration in professional development programs. By contrast, the thematic area of student assessment does not appear to attract significant interest, as 57.7% stated that they were “little” or “not at all” interested in such training. A similar trend was observed for the thematic area of school self-evaluation, where 36.3% of principals indicated a minimal interest in related professional development.

Table III. Priority Training Topics Identified by Principals

Thematic areas of interest	Very much	Much	Moderate	Little	Not at all
Use of new technologies	26.5	39.3	22.5	7.9	3.8
Organization and administration of education	25.1	36.1	26.3	8.1	4.4
Student assessment	7.4	11.5	23.4	38.8	18.9
School self-evaluation	7.7	15.4	29.3	36.3	11.3
Promotion and support of innovative practices	28.8	38.5	24.8	5.6	2.3
Mentoring and teacher counseling	21.2	28.6	27.3	19.3	3.6
Prevention and management of school bullying	28.4	42.1	21.2	7	1.3
Development of 21st-century skills	21.2	30.8	29.4	11.9	6.7

According to the data presented in Table III, 28.8% and 38.5% of the principals expressed “very high” and “high” interest, respectively, in the inclusion of topics related to the promotion and support of innovative practices in their training. Responses concerning the thematic areas of mentoring and teacher counseling were more dispersed across the scale. Specifically, 28.6% and 27.3% of principals stated that they would “very much” and “moderately” prefer the inclusion of such a thematic unit in their professional development programs.

Regarding the thematic area of preventing and addressing school bullying, almost all principals in the sample (91.7%) responded positively, expressing a strong preference for inclusion in their training. Finally, 30.8% and 29.4% of principals reported that they “very much” and “moderately” supported, respectively, the integration of a thematic unit on the development of 21st-century skills in future training programs.

Motivations for Participation in Training Programs

As indicated in Table IV, a very high percentage of school principals in the sample (82.8%) considered the awarding of credit points for administrative and managerial positions as the main incentive for attending such programs.

Table IV. Key Motivational Factors for Training Participation

Motivations	Very much	Much	Moderate	Little	Not at all
Awarding of credit points	27.3	33.7	21.8	11.9	5.3
Certification	24.2	34.5	20.7	14.8	5.8
Financial support	22.3	31.8	26.2	12.5	7.2

Furthermore, principals identified certification as another important motivation for their participation. The combined percentage of those who responded “very much” and “much” reached 58.7%, highlighting the need to enhance and update their professional qualifications. Finally, the majority of principals (54.1%) expressed a desire for financial support for participants in training programs, while only 7.2% stated that they were “not at all” interested.

Timing of Training Implementation

As presented in Table V, there is a strong divergence of opinions among principals regarding the implementation of training programs outside school hours. More specifically, 35% of the respondents expressed “little” interest in such a prospect, in contrast to 22.6% who indicated “fairly.”

Table V. Preferred Timing for Training Programs

Training implementation time	Very much	Much	Moderate	Little	Not at all
Conducted outside school schedule	8.9	17.8	22.6	35	15.7
Conducted during school schedule	19.4	36.6	29.7	9.5	4.8
Conducted before the beginning or after the end of the academic year	15.1	21.4	24.8	22.6	16.1

Conversely, 36.6% of school principals reported a strong preference (“much”) for training activities to be conducted during school hours, while 9.5% expressed “little” agreement with this option. Finally, a wide range of perspectives was recorded concerning the organization of training programs before and after the end of the school year. In particular, 15.1% of principals “strongly agreed” with this option, 21.4% agreed “much,” 24.8% “fairly,” 22.6% “little,” and 16.1% did “not at all” agree with such a proposal.

Discussion

The findings of this study highlight the preferences and needs of school principals regarding the formats, thematic areas, motivations, and timing of professional development programs. Concerning training formats, most principals expressed a preference for traditional yet flexible forms of learning, such as workshops and short-term seminars, while videoconferencing and blended learning models also emerged as particularly popular. The desire for the practical application of theoretical knowledge underscores the need to combine theory with practice, a finding consistent with recent international studies (Castro, 2019; Karamet al., 2024; Yoder, 2019). The preference for flexible learning formats, particularly distance education methods, reflects the current realities of educational leadership, where time constraints and workload demand adaptable solutions (Poultney & Anderson, 2021). Furthermore, the emphasis on linking theory with practice aligns with the need to strengthen professional skills and apply innovative practices in school management (Mpuangnan & Roboji, 2024).

With regard to thematic areas, the integration of new technologies into school leadership and education has emerged as a key priority, in line with the digital era and the growing incorporation of artificial intelligence tools into educational and administrative processes (Kafa, 2025; Mariamet al., 2024). The preference for training in organization and administration highlights the importance of enhancing principals’ leadership capacities, while the comparatively limited interest in student assessment and school self-evaluation appears to be closely linked to bureaucracy issues and the perception that these processes burden schools without offering tangible benefits (Karagianni, 2018; Kountzoglou & Kakana, 2023). This limited engagement may also reflect the perception that evaluation processes are externally imposed and often disconnected from instructional improvement, leading principals to prioritize areas that have a more immediate impact on daily school management. The almost unanimous endorsement of training in the prevention and management of school bullying underscores the principals’ sensitivity to issues of social cohesion within the school environment. This finding resonates with the international literature emphasizing the role of educational leadership in supporting students’ mental health and well-being (Bosworthet al., 2018; Donget al., 2025; Liet al., 2017). In addition, the focus on 21st-century skill development reflects the necessity of adapting school leadership to the demands of the knowledge society (Bakhtet al., 2020).

Regarding motivations for participation in professional development, accreditation and certification have emerged as the most important factors, corroborating studies that highlight the significance of recognition and career advancement in education (Farashahet al., 2019; Kihlanderet al., 2022). Financial support, although relevant, appears to play a secondary role without diminishing its contribution to enabling participation in training initiatives (Görlitz & Tamm, 2017). This pattern may reflect the current professional climate in Greek education, where structured qualifications are often prerequisites for advancement, thus increasing the perceived importance of certified programs.

With regard to the timing of professional development, the data reveal contrasting views regarding whether training should take place within or outside school hours or at the beginning and end of the school year. The preference for in-service training during school hours suggests the necessity of integrating professional development into principals’ everyday responsibilities, a finding supported by previous studies advocating flexible scheduling and the use of technology to reduce workloads (Stoddart, 2024). The diversity of responses observed may be influenced by contextual factors, such as school size, regional workload variations, and differing levels of administrative support, all of which affect principals’ capacity to engage in training during the academic year.

Taken together, these findings highlight that effective professional development should not only emphasize flexibility and certification but also build leadership and digital competencies within real school contexts. This integrated approach strengthens both instructional leadership and school management capacity.

It should also be noted that alternative explanations may account for some of the reported preferences. For instance, principals’ emphasis on flexible and certified training formats might be influenced by recent policy changes in educational administration or by regional disparities in access to professional development resources. Future studies could investigate these contextual factors more thoroughly to clarify the underlying causes of principals’ preferences.

Overall, this study confirms that effective professional development for school principals requires flexible, practice-oriented, and digitally supported programs tailored to contemporary needs and challenges in the school environment. The integration of new technologies, the strengthening of social and leadership skills, and recognition through certification and accreditation have emerged as key factors for the successful implementation of professional development initiatives. Τhe findings provide a clear evidence base for designing professional development programs that are contextually relevant, practically oriented, and policy responsive. This section therefore sets the foundation for the practical and policy implications discussed below, minimizing overlap and emphasizing how the empirical insights can inform future strategic planning.

Implications and Limitations

This study has significant theoretical, practical, and policy implications for the professional development and training of primary school principals in Greece. At a theoretical level, this confirms the findings of previous studies on the decisive role of school leadership in educational effectiveness and quality (Deligiannidouet al., 2020; Johnshonet al., 2024; Kemethoferet al., 2025; Tanzehet al., 2021). Simultaneously, it enriches Greek literature by highlighting the lack of systematic training and professional development, a gap that differentiates the Greek context from European standards. Moreover, the study provides primary empirical data on the needs, preferences, and motivations of school principals, which can inform future research and comparative studies. Theoretically, it also links leadership development to the digital transformation of education, showing how technology-enhanced learning can support adaptive, future-ready school management.

At a practical level, the findings emphasize the need to develop flexible professional development programs that combine traditional and modern teaching methods, with a strong focus on linking theory to practice, and incorporating experiential learning activities. Thematic areas with high acceptance, such as the integration of technology, school organization and management, and prevention of school bullying, can serve as a core framework for designing new programs. Embedding mentoring and peer-learning networks could further promote collaboration and sustainability of professional growth beyond individual training events.

At the policy level, the absence of organized, certified training programs for educational leaders underscores the need to reform of educational policies and institutional frameworks. The results can be leveraged by relevant authorities to develop a national strategy for professional development aligned with the European guidelines. Such a framework should ensure equitable access to training opportunities across all regions of Greece, supported by digital infrastructure and collaboration with higher education institutions. Finally, the institutionalization of certification processes and the provision of incentives, such as point allocation for career advancement, may act as key drivers in enhancing principals’ participation in professional development programs. Policymakers could also consider integrating ongoing mentoring systems or peer-learning networks as part of national professional development initiatives, to ensure continuous learning beyond individual training events.

The present study has certain limitations that should be considered when interpreting the results. First, its use in a single geographic region, specifically the Region of Thessaly, limits the generalizability of the findings at the national level. Additionally, the exclusive use of a quantitative methodology, through questionnaires, did not allow for an in-depth exploration of participants’ views and experiences. Furthermore, the research data were based on self-reported responses, which may have been influenced by a social desirability bias. Participants might have provided answers that reflected perceived professional expectations rather than their actual practices or beliefs. This limitation should be taken into account when interpreting the generally high levels of agreement with structured or certified forms of training, as these may reflect perceived professional norms rather than purely personal preferences. Future research could address this issue by triangulating survey data with interviews or observation-based methods to achieve a more comprehensive understanding of principals’ perspectives. Finally, the study reflects participants’ preferences and needs at a specific point in time without accounting for potential changes in perceptions that may occur in the future due to educational reforms or technological developments. Longitudinal studies could therefore provide valuable insight into how principals’ attitudes evolve as national educational priorities and technologies continue to advance.

Suggestions for Future Research

• Εxpanding the sample to a nationwide level to achieve greater representativeness and allow for comparative analysis across different geographic regions.

• Combining quantitative and qualitative methods (e.g., interviews and focus groups) to obtain richer and more in-depth data.

• Conducting longitudinal studies to monitor the evolution of school principals’ needs and preferences over time.

• Investigating the relationship between participation in professional development programs and indicators of school effectiveness (e.g., student performance and school climate).

• Undertaking comparative studies with other European educational systems to identify and adopt best practices.

Conclusion

This study explored the professional development needs and administrative competencies of primary school principals in Greece. The findings showed that principals value flexible, certified, and practice-oriented programs that combine theory with real-world application, especially when supported by digital tools. These results underline the importance of creating professional development opportunities that respond to modern educational demands and the realities of school leadership.

Although the study is limited to one region and based on self-reported data, it offers useful evidence for shaping national strategies and policies. Strengthening principals’ continuous training through structured and accessible programs can make a meaningful contribution to improving educational quality and school leadership in Greece.

Conflict of Interest

The authors declare that they do not have any conflict of interest.