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the teachers as an instructional community. Bredeson and Johansson (2000) identified four areas where principals have substantial influence on teacher learning which includes the principal as an instructional leader and learner, the creation of a learning environment, direct involvement in the design, delivery and content of professional development and Assessment of professional development outcomes. In support of this view Loucks-Horsley et al (1988) state that,

The support of leaders – those in positions of authority such as principals and those with more expertise than teachers taking part in the professional development- legitimates changes, provides resources, and creates expectations that changes will occur (p. 199).

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The Principal as instructional leader and learner

I was much motivated to see these four areas where a principal has such an important role to play. As an instructional leader the principal has four key roles to play namely: stewards, models, experts and instructional leaders (Bredeson and Johansson, 2000). As these two authors explained, the principal as steward communicates the importance of professional development, as an integral part of school improvement to all stakeholders of a school. He keeps the focus and goal of teachers’ professional development as student learning. He serves the needs of students and the school in a fair and unique manner. Next, the principal as a model demonstrates great enthusiasm by practicing what he talks. He demonstrates his interest in learning by actively taking part in professional development programmes. Then the principal as an expert must possess ’specialized knowledge and skills in such areas as cognition and learning theory, models of teaching, human growth and development’ (pp. 9-10). Lastly, the principal, as instructional leader influences teacher professional development. The principal should use varieties of activities to encourage and celebrate learning. Principals should follow-through in the form of modeling, feedback, coaching and support for teachers in order to bring changes in their classroom practices.
Creating a learning environment

Another important role of a principal in teacher professional development is that of creating suitable situations where teachers will be willing to undertake changes in their classroom practices through learning. In this regard, the principal should act as communicator, supporter and manager (Bredeson and Johansson, 2000). As a communicator, the principal can create a strong and a collective view among teachers on the effectiveness of professional development in student learning, through his daily interaction with teachers as the

principal is in a unique position to impart messages through communication with the teachers daily. Talk is an important part of principal’s work and they also need to listen, which empowers others too in this process of professional development. Principals in their conversations should try to influence teachers’ thinking and ultimately their practice by posing questions, challenging assumptions and collaborative problem solving.

A principal, as a supporter in creating a learning environment, is the single most important element in a school system in extending valuable support in various ways – financially by