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This study examines current Continuing Professional Development (CPD) practices and the obstacles principals face while pursuing CPD, using qualitative and quantitative methods. Data from questionnaires and semi-structured interviews with 30 secondary school principals in Lahore identify improvement needs in both design (content, process) and satisfaction with CPD opportunities. 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In line with these reforms, the National Education Policy has advocated the importance of establishing ongoing professional development for principals. The main focus of this study was to explore the current practices of Continuing Professional Development (CPD) and the obstacles that they have to face in the pursuit of CPD. Both qualitative and quantitative approaches were utilized. Data were collected through questionnaires and semi-structured interviews with 30 randomly selected secondary school principals from Lahore (Punjab, Pakistan) . The findings identify the areas for improvement in terms of design related to content and process. The data revealed that the principals were not satisfied with the current CPD opportunities and the content of the training programmes. In addition, the principals reported a number of constraints that they encountered in their pursuit of CPD, relating to time, finance and workload. This research provides distinctive findings that can inform the development of CPD programmes for school principals in order to improve the quality of their leadership keeping in mind both the old problems and the new realities faced by the school leaders. This research work can also equip the school leadership with the mostrecent data, thus enabling them to understand and consider the current situation when making decisions for the future. In recent years, the position of school principal has become a multilayered responsibility and this study may provide an insight into the dynamics of school principals’  \ncontinuous professional development in a period of educational transformation and reform. Keywords: Continuing Professional Development (CPD), Principals, Secondary Schools, leaders.  \n* Assistant Professor, IER, University of the Punjab, [Lahore.](Lahore. E-mail: nasreen.ier@pu.edu.pk)[ E-mail: nasreen.ier@pu.edu.pk](Lahore. E-mail: nasreen.ier@pu.edu.pk)[ ](Lahore. E-mail: nasreen.ier@pu.edu.pk)** Programme Director, Educational Leadership & Management, Faculty of Education and Social Work. The University of Sydney, NSW, Australia.  \nIntroduction  \nA decade ago, the issue of school leadership was noticeably absent from most major agendas for school reform; but today, school leadership improvement was the main area of concern on the list of priorities for school reform (The Wallace Foundation, 2013) . Research findings indicates that principals have strong impact on school improvement and effectiveness, and particularly on student outcomes; as such, the demands of the position have become more complicated, multi-dimensional and sometimes conflicting, as school principals face more contradictory expectations than ever before. Principal leadership is declared to be among the most pressing matters on a list of issues in public school education in The Wallace Foundation survey of school and district administrators, policymakers, and others (The Wallace Foundation, 2013) . Crowther et al. (2002) argued that principals must play a huge role in order for school reform to succeed; for this reason, supporting, encouraging and improving the continuing professional development of school principals has become an indispensable factor to achieve school reform.  \nThere are several terms associated with professional development that are used in the current literature; they include in-service education, career development, staff development, professional learning, and continuing education. (Mizell, 2010) . The objective of all the processes related to these terms is ultimately to facilitate and improve learning for teachers, principals, and students. Many types of educational experiences related to a practitioner's work life includes in Continuing Professional Development (CPD) . In education, the term profe","cbCaiqEbm7MVwq9D","https://ap.wps.com/l/cbCaiqEbm7MVwq9D","pdf",169035,22,"English","# Abstract\n# Introduction\n## Professional development terminology and CPD definitions\n## Role of principals in school reform and improvement\n## Impact on teachers, students, and stakeholders","[{\"question\":\"What was the study’s main purpose regarding CPD?\",\"answer\":\"To explore current Continuing Professional Development (CPD) practices for school principals in Pakistan and to identify the obstacles principals face when pursuing CPD.\"},{\"question\":\"How was data collected and from whom?\",\"answer\":\"The study used questionnaires and semi-structured interviews with 30 randomly selected secondary school principals from Lahore.\"},{\"question\":\"What constraints did principals report in pursuing CPD?\",\"answer\":\"Principals reported constraints related to time, finance, and workload, along with dissatisfaction with current CPD opportunities and training content.\"}]","The Continuous Professional Development of School Principals: Current Practices in Pakistan | PDF",1792081851,55]