School Leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
Government documents use the term ‘headteacher’ to refer to the head of the school at the primary and secondary levels. The 1961 Intermediate and Secondary Education Ordinance (amended in 2021) defines a headmaster/headmistress as the “head of the teaching staff, by whatever style they may be designated”.
The term principal or অধ্যক্ষ and head teacher or প্রধান শিক্ষক are used in the 2010 National Education Policy and the Ministry of Education’s Circulars.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2019 Professional Standards for Head Teachers, Teachers, Teacher Educators and Education Supervisors (included as part of the Framework for Continuous Professional Development for Teachers, Teachers’ Educators and Teacher Supervisors of Bangladesh) were published by the Ministry of Primary and Mass Education, with the support of development partners. The Standards and their indicators define the pedagogical and professional knowledge and skills expected of teachers, head teachers and education supervisors.
Several roles and duties of head teachers are additionally mentioned in the 1990 Primary Education (Compulsory) Act, 2010 National Education Policy, 2020/21 – 2024/25 Education Sector Plan, and 2019 Framework for Continuous Professional Development for Teachers, Teachers’ Educators and Teacher Supervisors.
The 1977 Board of Intermediate and Secondary Education, Dhaka (Managing Committee of the Recognised Non-Government Secondary Schools) Regulations similarly defines certain roles and responsibilities of head teachers at the secondary education level, where nearly all schools (97%) are non-state.
Roles
Setting expectations/objectives: The 2019 Professional Standards for Head Teachers expect head teachers to actively work towards the development of a shared vision for the future of the school, which identifies priorities and targets for all stakeholders.
Developing teaching and learning: The head teacher is responsible for the supervision of teaching and learning at the school and creating a supportive learning environment, as described in the 2019 Professional Standards for Head Teachers. This includes regular classroom visits and observations; providing feedback to teachers and assisting them in improving instruction; continuously reviewing the level of student achievement and seeking methods to improve it; and supporting staff to improve the quality of teaching and learning. Headteacher academic supervision reports and reports from other officials’ supervision are then discussed in a fortnightly meeting with teachers and reviewed at a sub-cluster level meeting. According to the 2020/21 – 2024/25 Education Sector Plan, the head teacher is similarly responsible for conducting structured supervisory visits to each pre-primary class twice a month. The 2010 National Education Policy similarly states that the main responsibility of supervising within the school rests with the head teachers.
Promoting collaboration: There are several standards in relation to the promotion of collaboration in the 2019 Professional Standards for Head Teachers. The headteacher is specifically expected to take concrete steps to involve parents and community members in as many different aspects of the school planning and management as is appropriate; increase parental involvement to assist their children in learning and improve student achievement; foster relationships between the school and the community; enhance collaboration and learning among teachers; demonstrate an understanding of, and be responsive to, the diverse concerns and needs of students, parents, staff, board, community, government and non-government agencies; assure that the Parent-Teacher Association meets regularly; and share all government instructions/rules related to school with parents and students. The head teacher should also sit quarterly with the School Management Committee, Parent-Teacher Association and the local community to update them about continuous professional development activities and seek their support.
Supporting staff development: School-based continuous professional development activities are led by the head teacher, with the support of resource teachers, teacher educators and education supervisors, as described in the 2019 Framework for Continuous Professional Development for Teachers, Teachers’ Educators and Teacher Supervisors and Professional Standards for Head Teachers. Based on the academic needs identified in fortnightly meetings and observations, head teachers select the needs for specific continuous professional development activities; provide professional development opportunities for teachers; and act as key mentors for individual teachers.
Acting in accordance with the ethical principles of the profession: According to the 2010 National Education Policy, teachers’ organizations should formulate codes of ethical conduct for teachers and ensure that these codes are followed. The government is also expected to play a role in this regard. The policy also called for the development of a code of conduct for teachers. All teachers (including head teachers) are expected to abide by the teacher's ethical code of practice.
Others: There are several additional roles for head teachers outlined in the 1990 Primary Education (Compulsory) Act and 2019 Professional Standards for Head Teachers, including duties related to statutory and reporting requirements and facilities management.
According to the 1977 Board of Intermediate and Secondary Education, Dhaka (Managing Committee of the Recognised Non-Government Secondary Schools) Regulations, head teachers at the secondary education level in non-government schools are the academic heads of the school in the day-to-day administration, including in matters relating to the admission of students, class promotion, and preparation of the school time-table.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The academic qualifications and required teaching experience for appointment to the post of head teacher at the primary education level are set in circulars published each year. In 2024, applicants were required to have an honours degree and 7 years of teaching experience, at the minimum. According to the 2010 National Education Policy, for direct appointment to the post of head teacher, the minimum qualification is a second-class bachelor’s degree, in addition to earning a C-in-Ed or B.Ed (primary) within the first 3 years of appointment.
The minimum qualifications and experience for head teachers at the secondary education level are set in the 1979 Recognised Non-Government Secondary School Teachers (Board of Intermediate and Secondary Education, Dhaka) Terms and Conditions of Service Regulations, with almost all schools (97%) at this level categorized as non-state. According to these regulations, head teachers must either have a second-class master’s degree with B. Ed. or its equivalent degree from a recognised university and 10 years' experience in teaching or educational administration; a second-class Bachelor degree with second-class B. Ed. or its equivalent degree from a recognised university and 12 years' experience in teaching or educational administration; or a bachelor degree with B. Ed. or its equivalent degree from a recognised university and 15 years' experience in teaching or educational administration.
In 2021, the Ministry of Education redefined the eligibility criteria for the appointment of head teachers in secondary schools, allowing applicants with a total of 15 years of teaching experience as a monthly-pay order (MPO) teacher and 3 years of experience in the post of assistant headmaster to apply.
Appointment decision
The Bangladesh Public Service Commission (BPSC) is responsible for selecting, through nationwide open competitions, suitable and qualified persons for appointment to the public service, including head teachers of government schools at the primary education level. Headteachers are generally appointed through the promotion of existing teachers or direct recruitment by the Public Service Commission. The Ministry of Primary and Mass Education verifies the promotion or appointment.
The Non-Government Teachers’ Registration and Certification Authority (NTRCA), which is part of the Secondary and Higher Education Department of the Ministry of Education, is responsible for teacher and head teacher recruitment in non-government schools, which account for 97% of all Bangladesh’s secondary schools. NTRCA conducts competitive teachers’ registration examinations that prospective teachers must pass in order to be hired in non-government schools, aiming to ensure the appointment of qualified staff through merit-based selection. According to the 2010 National Education Policy, “the teachers selected on the basis of merit, skill, and experience, will be posted at various levels of education administration and they will have promotion opportunities.” The selection of teachers and head teachers in non-government schools happens at the Upazila or district level.
The Ministry of Education published the 2024 Circular with instructions for filling vacant Principal/Headmaster positions when they become vacant or the current holder goes on leave. According to this circular, if the position is vacant in any school or college, or the current Principal/Headmaster is on leave, the following steps should be followed: (a) In secondary schools, the Assistant Headmaster/Vice-Principal will assume the role. If that position is also vacant, the Senior Assistant Professor from the current staff will take over. (b) In Higher Secondary Schools, the Senior Lecturer/Senior Assistant Professor (Grade-6) will be assigned as Principal, not the Assistant Headmaster (Grade-8). (c) In lower secondary schools, the senior assistant teacher/senior lecturer/senior assistant professor from the current staff will assume the role. (d) When selecting a Senior Assistant Teacher/Senior Lecturer/Senior Assistant Professor, the date of first joining MPO is considered first, followed by age, and finally higher educational qualifications if other criteria are equal.
Employment equity measures
The 2020/21 – 2024/25 Education Sector Plan recognizes that ‘less than 7% of head teachers are female in non-government secondary schools, whereas in public schools it is 44%’. The government specifically aims to introduce strategies for increasing the number of female teachers, including consideration of introducing a quota for female teachers in secondary education. The 2010 National Education Policy does specifically state "There will be no discrimination in any respect including in the recruitment of women teachers. Women with equal qualifications will be given priority in recruitment, especially in primary and secondary education.” There is no specific measure for head teachers.
While the 2011 National Women Development Policy has a section on ‘education and training’, there is no specific objective to increase the representation of women in school leadership positions.
Working conditions
Headteachers in government schools are recruited as civil servants through the Public Service Commission once they have passed the Bangladesh Civil Service examinations. According to the 2010 National Education Policy, salaries and allowances are fixed at the national level, with salary scales and incentive packages for teachers offered at different levels, with opportunities for promotion. Since 2014, head teachers at government primary schools have been under the 10th national pay scale, which is approximately TK 16,000 (145 USD) per month. The government approved higher salary grades for primary school teachers and head teachers, as described in the 2020/21 – 2024/25 Education Sector Plan. The Bangladesh Government Primary School Head Teachers Association represents head teachers at the primary level.
According to the 1979 Recognised Non-Government Secondary School Teachers (Board of Intermediate and Secondary Education, Dhaka) Terms and Conditions of Service Regulations, head teachers and assistant head teachers in non-government schools at the secondary level may not be appointed on contract. In 2024, the Ministry of Education suspended the appointment of contractual head teachers or principals in private schools and colleges. Every school must establish a salary scale for all categories of teachers, including head teachers, subject to the approval of the Board.
The Private Educational Institution Teachers and Employees Retirement Benefit Board was established to provide retirement benefits to retired teachers and employees of private educational institutions, schools, colleges, madrasas and technical education institutions under the purview of the Directorate of Secondary and Higher Education, the Directorate of Madrasa Education and the Directorate of Technical Education are under the purview of this board. The Private Educational Institutions Teachers and Employees Welfare Trust provides welfare benefits to teachers and employees of private sector educational institutions.
2.3. Leadership preparation and training
Pre-service training
There is no specific policy objective to train head teachers before their appointment.
Induction and in-service training
According to the 2010 National Education Policy, newly appointed/recruited head teachers must earn a C-in-Ed or B.Ed. (primary) within the first 3 years of their appointment, with special training arranged so they can discharge their duties skilfully. The policy also states that special training for Headteachers-Principals will also be continued. The 2019 Professional Standards for Head Teachers and their indicators are used in designing head teacher preparation programs and preparing candidates for their positions.
The 2020/21 – 2024/25 Education Sector Plan aims for a sufficient number of head teachers in primary schools to be skilled and qualified through initial training, which includes the development of a strategy for pre-service teacher education and an implementation plan.
There are several policy and strategy documents that aim for the professional development of head teachers, with proper implementation and effectiveness depending on the 2019 Professional Standards for Head Teachers. According to the 2019 Framework for Continuous Professional Development for Teachers, Teachers’ Educators and Teacher Supervisors, the implementation of continuous professional development is a mandatory responsibility for all head teachers, and in line with the annual continuous professional development plan. The framework defines various continuous professional development activities for head teachers and teachers and their duration. For instance, all education professionals (including head teachers and teachers) must receive training in the professional standards, curriculum, and quality education. Training in teaching and learning; need-based sub-cluster training; subject-based training; lesson study; and peer mentoring for both head teachers and teachers has a duration of 6 days, while training in school and classroom assessment; ICT in education; and academic supervision and leadership for head teachers lasts 14 days. Through in-service training, head teachers are additionally expected to learn to design, monitor, mentor, and conduct assessments of teacher performance.
The 2020/21 – 2024/25 Education Sector Plan includes several objectives related to the in-service training of head teachers. This includes at least five days of training on effective supervision and monitoring of pre-primary education; training on school-level governance and management; training on classroom observation to improve teaching-learning and assessment; and leadership capacity-building programmes over five years with annual and final targets. The 2010 National Education Policy similarly supports professional development training for head teachers and principals.
The National Academy for Educational Management is a training academy under the Ministry of Education which provides training to the heads of educational institutions on education management, educational research and educational planning.
3. Teachers, parents and students
3.1. School management committees and boards
Government primary schools have established school management committees, as referenced in the 2010 National Education Policy and 2019 Framework for Continuous Professional Development for Teachers, Teachers’ Educators and Teacher Supervisors. They are composed of guardians, local persons interested in education, and representatives of local government.
Every primary school in Bangladesh is managed by a School Managing Committee that consists of 11 members from different backgrounds of the locality, composed of the head teacher, 2 teachers (one from a primary school and one from an adjacent high school; with female teachers given priority); two female and two male representatives selected from guardians; one benevolent male and female within the area; and a member of the local union council/municipality. Some major activities of the committee include being responsible for teachers' performance and student attendance; approval of expenditure; mobilising local resources through community participation; developing the school-level improvement plan; and taking steps to support inclusive education within a catchment area.
Non-government primary and secondary schools are similarly governed through School Management Committees, who are responsible for all management issues in schools, except academic matters which are the responsibility of the head teacher. School Management Committees are comprised of local dignitaries, teacher representatives registered under the Non-Government Teachers Registration and Certification Authority, guardians, and local officers of the Department of Secondary and Higher Education.
The 1977 Board of Intermediate and Secondary Education, Dhaka (Managing Committee of the Recognised Non-Government Secondary Schools) Regulations regulates the composition and functions of School Management Committees at the secondary level, where nearly all (97%) schools are non-government, private schools. Members include district representatives; the head teacher; two teachers; four guardians; one founder; one donor; and one person interested in education. The Committee is responsible for raising and managing the funds of the school; appointing, suspending, dismissing and removing teachers; approving the annual budget; awarding free studentships; approving holidays; providing adequate accommodation for students and staff; providing teaching materials; and ensuring the regular payment of salaries.
3.2. Middle leaders
The 2019 Framework for Continuous Professional Development for Teachers, Teachers’ Educators and Teacher Supervisors refers to several middle leaders, including the assistant head teacher, senior teacher and master teacher.
3.3. Parents
The 2010 National Education Policy provides for the establishment of parent-teacher associations in primary schools, aiming for parents to be closely involved in the various activities of the school. The parent-teacher association takes part in the development activities of the school and sits in regular meetings to get updates on the school and students. The policy further aims to increase the engagement of female guardians in these committees.
The 2019 Professional Standards for Head Teachers additionally aim to empower parent-teacher associations through training in decentralised school management; with the head teacher responsible for assuring the association meets regularly, is involved in different aspects of school management and assists in children’s learning.
3.4. Students
In 2015, the Government of Bangladesh ordered the establishment of Student Cabinets in secondary schools (grades VI to X). According to the Student Cabinet Manual, student leaders will be able to practice leadership responsibilities from earlier ages; support teachers in the teaching-learning process; assist in student admissions; and engage parents and guardians in school activities.
The government has also provided for primary schools to establish 7-member student councils, with students electing their representatives.
4. Governance
4.1. Autonomy of school leaders
Head teachers have the responsibility for the financial management of school funds at both the primary and secondary education levels. Financial management is one of the standards in the 2019 Professional Standards for Head Teachers, and includes effectively and efficiently using available financial resources and assets to support improved student learning outcomes; operating an effective budget planning system; and working effectively with the school managing committee, parent-teacher association and other stakeholders in controlling, monitoring, and reporting on the use of finances. The head teacher is expected to maintain the required financial records and a transparent system of accounting, involving all stakeholders in setting financial priorities for the school.
Headteachers are not responsible for teacher hiring and dismissal at government or non-government schools. According to the 1977 Board of Intermediate and Secondary Education, Dhaka (Managing Committee of the Recognised Non-Government Secondary Schools) Regulations, school management committees appoint, suspend, dismiss and remove teachers. No decision regarding the removal, discharge or dismissal of teachers (including headteachers) is given effect without the prior approval of the Board.
All subjects at the school are decided at the national level based on the national curriculum.
4.2. Assessment and accountability of school leaders
The performance of head teachers is assessed against the 2019 Professional Standards for Head Teachers. According to the 2010 National Education Policy, the evaluation of head teachers is carried out by the School Managing Committee.
The School Performance Based Management System has been introduced to assess the performance of schools through selected indicators, with specific steps to increase the leadership quality of head teachers and the efficiency of the school management committee.
4.3. Teacher assessment by school leaders
The headteacher is responsible for preparing the annual teacher evaluation report, as described in the 2010 National Education Policy. The 2019 Professional Standards for Head Teachers includes detailed standards on the evaluation of teachers based on the existing standards, competencies and indicators for teachers.
