Abstract:

In recent decades, school principals in Bulgaria have assumed increasingly complex roles as educational leaders responsible for both administrative management and the development of school quality. This study explores the perceptions and expectations of school principals and experts from Regional Education Departments regarding the initial preparation and continuous professional development of newly appointed principals. Using a mixed-methods research design, the study combines data from an online survey (N = 321) with follow-up focus group discussions (N = 229) conducted across multiple regions in Bulgaria. The findings reveal a shared recognition of the importance of a structured professional preparation, alongside critical perspectives on the effectiveness of formal requirements such as a master’s degree in educational management as a prerequisite for appointment. While experts tend to support such degrees as a professional standard, principals emphasize practice-oriented preparation and view specialized master’s programs as more appropriate after appointment. The results further indicate that initial training is expected to support rapid adaptation to administrative, legal, financial, and digital responsibilities, whereas continuing professional development should focus on leadership, organizational development, and quality improvement. The study highlights the need for a coherent national framework for principals’ professional development that integrates national priorities with regional and school-specific contexts, supported by coordinated roles of the Ministry of Education, Regional Education Departments, and universities.

Keywords:

Continuos professional development, initial training, school principals.