The Master’s thesis explores the importance of the annual interview as a factor in teachers’ professional development.
In the theoretical part, we first present the factors that shape professional development of teachers and divide them into internal and external factors. Internal factors refer to teachers’ beliefs, conceptions, and reflection on their own practice, while external factors include contextual factors, formal and informal professional learning, as well as the influence of school culture and climate. Emphasis is placed on the importance of a positive school climate and supportive culture, which, create an environment in which individuals can professionally develop.
Furthermore, we address the role of the school principal, who plays a key role in creating the conditions for teachers’ professional development. Through leadership, example, and encouragement, the principal directly influences the quality of professional growth among staff and significantly contributes to shaping an environment based on trust, openness, and dialogue.
The central focus on the annual interview as an important opportunity for dialogue between teachers and the principal. The annual interview is understood as opportunity for professional reflection, guidance in one’s teacher path, and the strengthening of collaborative relationships. In the theoretical part, we therefore define the significance, purpose, and objectives of the annual interview and presents its advantages and possible limitations, highlighting its contribution to teachers’ professional development and to enhancing the quality of schoolwork.
In the empirical part, semi-structured interviews, are used to explore how two teachers and principals evaluate annual interviews. At the same time, we examine the role of annual interviews in teachers’ professional development.
The findings indicate that the participants perceive annual interviews as an important developmental tool that encourages reflection on their own work, supports the planning of further professional development, and promotes open dialogue between teachers and school principals. They also contribute to strengthening trust, collaboration, and a positive school climate, while providing principals with valuable information for planning staff support and school development. The findings further show that the quality of annual interviews is primarily constrained by time demands placed on all participants. The findings of the study indicate that it would be appropriate to continue developing annual interviews as a systematic developmental practice in schools and to provide them with appropriate organizational conditions, as they can make an important contribution to teachers’ professional development and to the higher quality functioning of the school.
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