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Background: Teacher professional development depends on leadership and supportive organizational conditions, particularly in resource-constrained schools. Objective: This study examines how a principal reportedly manages teachers' professional competence development and how school culture and climate frame this process. Methods: A qualitative single-case study used semi-structured interviews with one principal and two teachers interviewed jointly. Open and axial coding supported thematic analysis, with triangulation between interview sources only. Results: The principal described planning based on supervision, individual competence mapping, and education report-card information; these records were not independently reviewed. Participants reported workshops, weekly learning communities, coaching, and external training. A key finding was that internal programs were discussed through school mechanisms, whereas external opportunities were often received as prearranged information. Evaluation involved reported performance reviews and references to student indicators, not verified achievement effects. Interviewees described collegial relationships and an emphasis on safety and sharing. Conclusion: The study offers a contextual, culture- and climate-framed development cycle and recommends aligning external programs with teacher needs and directly assessing participants' learning.
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Deshi et al. (2026) studied this question.
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