Administrative Responsibility as a Parameter of In-Service Teacher Education

In-service teacher education plays a critical role in the continuous professional development of teachers, equipping them to meet evolving educational demands. While most programs emphasise pedagogical skills and subject knowledge, administrative responsibility remains an underexplored yet crucial parameter. This study examines the role of administrative responsibility in enhancing teacher effectiveness, leadership, and accountability within schools. Using a qualitative approach involving interviews, document analysis, and reflective practice, the research identifies how administrative competencies such as planning, resource management, policy implementation, and organisational leadership contribute to professional growth and improved school functioning. The findings highlight gaps in current in-service programs and underscore the need to integrate structured administrative training. By recognising administrative responsibility as an essential dimension of teacher development, educational institutions can foster holistic professional competence and improve overall teaching-learning outcomes.