DefinePK

Abstract

School headteachers play a significant role in shaping teachers’ professional development. However, in developing countries like Pakistan, the professional leadership role of headmasters remains underexplored, limiting their involvement in school improvement initiatives. This study aimed to examine the role of headmasters in school-based continuous professional development (CPD) and identify factors hindering its implementation. The findings revealed that teachers' CPD is neither included in government education policies nor integrated into school-level strategic planning. The education department has neither conducted activities nor allocated a dedicated budget for school-based professional development. Moreover, a lack of awareness, professional knowledge, and leadership skills among headmasters further impedes the process. The study concludes that while school-based CPD is a highly effective approach for teacher development, it remains largely absent in the context of Swabi. Based on these findings, the study offers recommendations to address challenges faced by headmasters and enhance teachers’ professional practices.