The current study was set to examine the role of school principals in Israel in the professional development process of their teachers following the implementation of a new professional reform. 159 teachers and 13 principals responded to a questionnaire designed to collect data concerning the involvement of principals in initiatives developed by their teachers. Two main differences were found to be significant, with regard to principals' involvement in selecting the initiative's focus and in deciding its actual content. The results suggest that teachers and principals differ in their assessment of the principals' involvement in the developing initiatives. The reasons and implications for this discrepancy are discussed and elucidated.
