School Leadership Practices Professional Development Program Needs Analysis: In the Context of the Centralized Education System

While countries with decentralized education systems can take bolder steps in the professional development activities for school leaders' practices, those with centralized education systems face slower progress in such activities due to the bureaucratic constraints of the central system. One of these centralized countries is Türkiye. This study aims to determine the areas where school principals in the Turkish education system need professional development in leadership practices, based on the focal points of decentralized countries that conduct studies to enhance leadership practices. For this purpose, focus group interviews were conducted with 18 school principals, divided into 3 groups. A qualitative research method and phenomenological design were used. By examining the focus areas of countries that work on enhancing leadership practices, 18 topics were identified. Based on these topics, focus group interviews were conducted to assess the professional development needs of school principals. The data from these interviews were analyzed using descriptive and content analysis methods. The research findings include opinions on the need to develop all 18 leadership practices through professional development, especially Change Agency and Data Literacy Skills, as well as views indicating that some practices lack practical application due to the restrictive structure of central management or teachers' indifference to leadership practices because of ministry-granted personal rights. It is hoped that the findings will shed light on professional development efforts aimed at enhancing the leadership practices of school principals working in centralized education systems.