Professional development of school principals and academic coordinators in the Dominican Republic: knowledge and prospects (Original)

Abstract

The professional development of school principals and coordinators has become a strategic factor for improving the quality of education. This review article aims to analyze the current state of knowledge regarding policies, programs, and challenges in the ongoing professional development of educational leaders in the Dominican Republic. Through a literature review that includes institutional documents, proceedings from international conferences, and scientific publications, the main initiatives implemented in the last decade are identified, such as programs developed independently and in collaboration with national and international universities. The critical analysis reveals a significant evolution toward more structured programs that combine theoretical training with on-site support, although challenges remain regarding universal coverage, the sustainability of learning communities, and the consolidation of impact evaluation systems. It is concluded that, while there is a clear political will and a growing body of experience, progress is needed toward a national professional development system that guarantees the continuous development of transformational leadership skills for all administrators in the Dominican education system.