CONTINUOUS PROFESSIONAL DEVELOPMENT AS A MECHANISM FOR DEVELOPING THE PROFESSIONAL COMPETENCE OF DEPUTY DIRECTORS FOR ACADEMIC AFFAIRS IN SECONDARY SCHOOLS

Abstract

The quality of secondary education is closely related not only to the professional competence of teachers but also to the managerial, pedagogical, analytical, and leadership competence of school administrators. Among them, deputy directors for academic affairs hold a particularly important position because they coordinate the teaching-learning process, monitor curriculum implementation, support teachers methodologically, analyze educational outcomes, and participate in school improvement. In the context of educational reforms, their role is gradually shifting from routine administrative control to instructional leadership and evidence-based management. Therefore, continuous professional development may serve as an effective mechanism for developing their professional competence. This article examines the role of continuous professional development in improving the professional competence of deputy directors for academic affairs in secondary schools. The study is based on theoretical analysis, comparative review, and synthesis of competence-based, instructional leadership, and professional learning approaches. The article proposes a CPD model consisting of needs assessment, individual development planning, modular training, mentoring, school-based practice, monitoring, feedback, and reflective portfolio development. The findings suggest that CPD for deputy directors should be systematic, practice-oriented, collaborative, digitally supported, and connected with real school improvement tasks.