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
At the federal level, the 2009 Right of Children to Free and Compulsory Education Act mentions and uses the term “headteacher”; however, no definition of the term is provided.
The 2009 National Curriculum Framework for Teacher Education mentions and uses the terms “headmaster” and “school principals”; however, no definition of the term is provided.
The 2014 School Leadership Development Programme (SLDP) Framework mentions and uses the term “school leaders”, “school principals”; and “school heads”; however, no definition of the term is provided.
The 2018 Central Board of Secondary Education Bye Laws refer to the term “head of the institution” for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022). The term is defined as the headmaster/principal of a secondary/senior secondary school affiliated with the board.
According to the 2019 Circular by the Central Board of Secondary Education, school principals of schools affiliated with the Central Board of Secondary Education are defined as “pedagogical leaders of their schools”.
The 2020 National Education Policy mentions and uses the terms “school principals” and “school complex leaders”; however, no definition of the terms is provided.
The 2020 Policy on School Bags mentions and uses the term “school heads”; however, no definition of the term is provided.
According to the Note on Leadership Training of School Principals by the Ministry of Education, “the school principal is not just administrative personnel. S/He is a bridge between the teachers, the children, and the community, making their role extremely critical to the school's functioning.”
Official documents at state and union territory levels also mention and define various terminology used by school leaders. For example, in the state of Haryana, the 2022 Haryana School Education (Amendment) Rules mentions and uses the term “head of a school”; however, no definition of the term is provided. In the state of Rajasthan, the 1957 Secondary Education Act uses the term “the head of the institution” and defines it as “the headmaster of a high or higher secondary school or the principal of an intermediate college recognized by the Board of Secondary Education for Rajasthan”. In the state of Tamil Nadu, the 2023-24 Policy Note of School Education Department refers to the term “school headmasters”; however, no definition of the term is provided.
In the state of Goa and the union territory of Daman and Diu, the 1975 Secondary and Higher Secondary Board Education Act refers to the term “headmaster” and defines the term as “the person in charge of the academic administration of a secondary or a higher secondary school recognised by the state board of education.” The 1984 Goa and Daman and Diu School Education Act uses the term “the head of a school” and defines it as “the principal academic officer of a school”. Furthermore, the 1986 Goa and Daman and Diu School Education Rules mention and use different terms: assistant headmasters, headmasters and principals. However, no definition of these terms is provided. In the union territory of Pondicherry and Delhi, the 1987 Pondicherry School Education Act and the 1973 Delhi School Education Act define the term “head of school” as “the principal academic officer, by whatever name called, of a recognized school”. Both acts also define the term “manager” as “the person, by whatever name called, who is entrusted with the management of the affairs of a school”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
At the federal level, the 2014 School Leadership Development Programme (SLDP) Framework, developed by the National Centre for School Leadership (NCSL), and the National Institute of Educational Planning and Administration (NIEPA), highlights multiple roles and identities of school leaders.
The 2015 School Standards and Evaluation Framework, developed by the Unit of School Standards and Evaluation at NIEPA, outlines critical aspects of leadership and management in schools, structured around seven key questions. These questions assess the effectiveness of school leadership by examining whether the school has a clear vision and development plan that is well-communicated and understood by all stakeholders, and how well the school head manages the daily operations of the institution. Additionally, they evaluate the head’s engagement in the teaching-learning process, their ability to identify developmental needs and implement changes for continuous improvement, and their management of financial, human, and material resources. The framework also scrutinizes the head's role in enhancing the quality of teaching and teacher performance, as well as maintaining strong, collaborative relationships with staff to drive school improvement.
The 2018 Central Board of Secondary Education By -Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), highlights leadership roles and responsibilities in detail of the head of the institution/principal.
The 2019 Circular by the Central Board of Secondary Education outlines the responsibilities of school principals of schools affiliated with the Central Board of Secondary Education.
The 2023 School Quality Assessment and Assurance (SQAA) framework, developed by CBSE, highlights the multifaceted nature of school management and leadership through various domains. Key areas such as curriculum, pedagogy, and assessment, along with inclusive practices, form the core of the framework, accounting for 50% of the total evaluation. These domains emphasize the fundamental aspects of education quality. The remaining 50% is distributed equally among other critical domains, including infrastructure, human resources, governance and management, leadership, and beneficiary satisfaction, each contributing 10%.
Roles
Setting expectations/objectives: At the federal level, according to the 2014 School Leadership Development Programme (SLDP) Framework, one of the important roles of school leaders is to lead change initiatives.
According to Chapter 9 of the 2018 Central Board of Secondary Education By-Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the head of the school/principal is responsible for ensuring that all provisions of the Affiliation and Examination Byelaws and all directions given by the board from time to time are strictly complied with.
Furthermore, according to the 2019 Circular by the Central Board of Secondary Education, school principals are responsible for meticulously crafting annual pedagogical plans and balancing scholastic and co-scholastic domains. They are also required to be up to date with all new ideas and tools in education at the global level and constantly innovate the pedagogy of the school.
Developing teaching and learning: At the federal level, according to Chapter 9 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the head of the school/principal is responsible for overseeing the admission process and ensuring it runs smoothly and efficiently. They oversee preparing the school timetable and allocating duties and teaching loads to the teachers. Planning the academic work for the year in advance is another crucial responsibility. This planning is done in consultation with their colleagues to ensure a collaborative approach. The principal is responsible for arranging special remedial teaching for children from weaker sections of the community and others who require such assistance. To enhance students' holistic development, the principal coordinates various co-curricular activities through the house system or other effective methods. Furthermore, they develop and organize the school's library resources and reading facilities, ensuring pupils and teachers access valuable books and journals. Lastly, they hold staff meetings at least once a month to review the work completed during the month, assess students' progress, and ensure that students' progress reports are regularly sent to their parents or guardians, keeping them informed of their children's academic performance and development.
According to the 2019 Circular by the Central Board of Secondary Education, school principals are responsible for leading teaching and learning efforts, ensuring classrooms are conducive to optimal performance, nurturing essential competencies among students, and aligning all school activities with academic benchmarks while fostering life skills and values. Additionally, they are responsible for advocating for innovative pedagogy, integrating art, sport, and ICT into education to enrich the learning environment.
According to the 2020 Policy on School Bags, school heads are responsible for ensuring that teachers arrange discussion and assessment of homework done by students weekly or on alternate days.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, school heads supervise classroom activities and provide remedial teaching as needed. They ensure timely assessment of student work, tailor instruction to individual needs, and coordinate co-curricular activities. Managing library resources, communicating student progress to parents, promoting physical well-being, and organizing medical check-ups are also part of their duties. Additionally, they allocate a minimum of twelve weekly teaching periods to direct student instruction.
Promoting collaboration: At the federal level, according to the 2014 School Leadership Development Programme (SLDP) Framework, one of the important roles of school leaders is to create a collaborative environment.
According to Chapter 9 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the head of the school/principal is responsible for securing cooperation and coordination among teachers within the same subject areas and across different subjects to improve the quality of teaching. Furthermore, according to the 2019 Circular by the Central Board of Secondary Education, school principals are required to learn from other schools' best practices by arranging for discussions with principals of such schools or through observation visits of teachers to different schools.
According to the 2020 National Education Policy, one of the important roles of school principals is to develop a caring and inclusive culture at their schools for effective learning and the benefit of all stakeholders.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, school heads foster teacher cooperation.
Supporting staff development: At the federal level, according to Chapter 9 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the head of the school/principal is responsible for supervising, guiding and controlling the work of the teaching and non-teaching staff of the school. They foster the professional growth of teachers by providing guidance and encouraging their participation in in-service education courses. They actively promote teachers' initiatives for self-improvement and support them in undertaking educationally sound pedagogical and other innovations. They provide the necessary facilities to teachers to enable them to perform their duties effectively, including conducting school examinations according to the instructions issued by the Government or Board from time to time. Furthermore, they are tasked with sending teachers to evaluate answer scripts for school board examinations.
According to the 2019 Circular by the Central Board of Secondary Education, school principals are responsible for ensuring proper in-house training of teachers to enable them to unleash their unique capabilities and creativity in their classrooms.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, school heads are responsible for supporting teachers' professional growth by encouraging participation in in-service education and fostering initiatives for self-improvement. Moreover, they promote educational experiments aligned with sound principles, fostering an innovative and continuously improving environment within the school.
In the state of Karnataka, school heads are entrusted with a broad range of responsibilities aimed at enhancing staff performance and student outcomes. They are expected to hold regular staff meetings, ensuring teachers meet evaluation standards and adopt innovative teaching methods. Principals also organize refresher courses tailored to the professional development needs of teachers, encouraging them to develop a progressive mindset and continuously improve their teaching practices. Effective management of resources is emphasized, requiring principals to ensure that available materials are used efficiently and strategically.
In the state of Telangana, principals provide guidance to teachers, particularly in their own subject area, while also offering support across other disciplines. Regular classroom observations, especially for 10th-grade classes, are required, with constructive feedback for improvement. Principals are also responsible for organizing professional development opportunities, drawing on their own expertise or that of local experts, and coordinating with departmental inspectors for targeted guidance. Additionally, they initiate action research, arrange professional events such as workshops and seminars, and ensure the consistent attendance of both teaching and administrative staff. This holistic approach emphasizes both instructional leadership and operational oversight to enhance educational outcomes.
Acting in accordance with the ethical principles of the profession: At the federal level, according to the 2014 School Leadership Development Programme (SLDP) Framework, a school leader is resolute, people centric, and lifelong learner.
The Kendriya Vidyalaya Sangathan (KVS) outlines the ethical responsibilities of principals, emphasizing transparency, fairness, and student well-being. Principals must keep teachers informed about any changes to the rating system used for their annual evaluations and assess their work impartially. Additionally, they are required to report exceptional teaching achievements or innovative practices to the Deputy Commissioner. Principals are also responsible for promoting student health and hygiene by organizing two annual medical examinations and sharing reports with parents. Furthermore, they are tasked with sending regular progress reports to parents and making examination answer scripts available for review upon request.
Others: At the federal level, according to Chapter 9 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the head of the school/principal is responsible for making satisfactory arrangements to supply good drinking water, provide other facilities for the pupils, and ensure that the school building, fixtures and furniture, office equipment, lavatories, playgrounds, school garden and other properties are properly and carefully maintained. They conduct physical verification of school property and stock at least once a year and ensure stock registers are maintained neatly and accurately.
Furthermore, the head of the school/principal is obligated to comply with any duties assigned by the board concerning the administration of examinations, the evaluation of answer scripts, the processing of results, and related ancillary activities. When designated by the board, the principal or head of the school must serve as the centre superintendent. This role is non-transferable, meaning the principal or head of the school cannot delegate their authority, responsibilities, or duties to any other individual under any circumstances.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, school heads are responsible for ensuring a comprehensive system of sporting events for student participation and providing necessary equipment. They are responsible for informing parents of student absences without leave, managing finances and staff records, ensuring timely payments in recognized schools, and overseeing procurement and maintaining accurate records. Regular audits of school assets are conducted, and pupils' funds are under their purview. Moreover, they are responsible for maintaining school infrastructure for an optimal learning environment.
In the union territory of Andaman and Nicobar Islands, according to the 2011 Department of Education Guidelines for Reimbursement of Fee for Providing Free and Compulsory Education to the Children of Disadvantaged and Weaker Section as per RTE Act 2009, the school head is responsible for compliance of these guidelines for reimbursement of fee and ensuring universalization of elementary education in the union territory.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
At the federal level, according to Chapter 5 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the degree requirements and teaching experience for school principals must adhere to the standards set by the National Council for Teacher Education (NCTE) regulations. These regulations apply to individuals recruited as education teachers and physical education teachers across various school levels, including pre-primary, primary, upper primary, secondary, senior secondary, or intermediate schools or colleges. Additionally, the minimum qualifications stipulated in the recruitment rules by the appropriate government where the school is situated, or those applicable to Kendriya Vidyalaya Sangathan (KVS) or Navodaya Vidyalaya Samiti (NVS), must be followed. In cases where these rules differ, the provisions of the NCTE regulations will take precedence.
The degree requirements for principals in both KVS and NVS are largely similar, focusing on a strong academic background and relevant teaching experience. Both systems require candidates to hold a Master's Degree from a recognized university. However, KVS stipulates that candidates must have at least 45% marks, while NVS requires a minimum of 50%. Additionally, both systems mandate a Bachelor of Education (B.Ed) or an equivalent teaching degree. Candidates must also meet specific experience criteria, with KVS requiring varying levels of experience in roles such as Principal, Vice-Principal, or Post Graduate Teacher (PGT), depending on the candidate's service background. Similarly, NVS requires a combination of roles, including PGT and Vice-Principal, with specified years of service. NVS places additional emphasis on experience in residential schools and proficiency in both English and Hindi or a regional language, along with working knowledge of computers.
The age requirements for principals in KVS and NVS differ slightly in their criteria. For KVS, the minimum age for direct recruitment is set at 35 years, and the maximum is 50 years, though there is no upper age limit for existing KVS employees. Additionally, age relaxation is applicable for candidates from SC/ST and other reserved categories, in accordance with Government of India rules. In contrast, NVS has a more straightforward requirement, where the maximum age for direct recruits must not exceed 50 years. Unlike KVS, there is no mention of a minimum age or specific relaxations for internal candidates in the NVS guidelines.
In the state of Goa and the union territory of Daman and Diu, the 1986 Goa and Daman and Diu School Education Rules outlines the qualifications, experience, and age requirements for principals, headmasters, and assistant headmasters. For principals of higher secondary schools and primary teachers' training institutes, the upper age limit is set at 45 years. Candidates applying directly must possess a second-class master's degree from a recognized university and a degree in education or teaching. Additionally, they should have at least seven years of teaching experience in a higher secondary school or a primary training institute, with a minimum of five years in an equivalent post. For promotion, the requirements include a master's degree and a degree in education or teaching from a recognized university. Moreover, the candidates should have served as headmasters of secondary schools under the same management for at least seven years, including a minimum of five years as a grade I teacher in a higher secondary school or as a senior instructor in a primary training college.
For the headmaster of secondary schools, the age limit is capped at 40 years. Direct recruits must hold a master's degree from a recognized university and a degree in education or teaching from a recognized university or an equivalent institution. They are also required to have at least five years of teaching experience post-graduation in a secondary school or training institute, with a minimum of three years of post-training experience. Promotees must possess a degree from a recognized university and a degree in education or teaching. They need seven years of teaching experience as an assistant teacher in a school post-graduation, including at least five years post-B.Ed./B.T. experience. Alternatively, a diploma in education (a two-year course) from a recognized university or its equivalent, coupled with nine years of teaching experience after graduation and at least seven years of post-training experience, is acceptable.
The position of assistant headmaster in secondary schools does not entertain direct recruitment. The qualifications for this role are identical to those prescribed for headmaster of secondary schools.
For headmasters of middle schools, the maximum age limit is 35 years. Direct recruits should be graduates from a recognized university with a degree in Education or Teaching and approximately five years of teaching experience in a secondary school, including about three years post-training. Promotees should hold a degree from a recognized university, a degree in Education/Teaching or an equivalent qualification, and three years of experience as an assistant teacher post-training. Alternatively, a diploma in education (two years duration) with five years of teaching experience post-training is also acceptable.
Furthermore, there is a provision for age relaxation for candidates belonging to Scheduled Castes, Scheduled Tribes, or other special categories as per the orders issued by the Central Government occasionally.
In the union territory of Chandigarh, according to the announcement made in Feb. 2024, the Department of Education also hires principals having at least 5 years of service on analogous posts on the deputation quota for at least 5 years.
In the union territory of Delhi, the Directorate of Education also hires retired principals and vice-principals to become coordinators for nodal centres of the National Institute of Open Schooling (NIOS). This hiring is done based on the contractual basis. According to the announcement made in April 2023, candidates applying for this position should not be more than 65 years of age. They are required to be medically fit, free from the vigilance clearance, and free from any kind of criminal case proceedings.
Appointment decision
At the federal level, according to Chapter 5 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the recruitment process requires the approval of the school management committee, and selected candidates are provided with detailed appointment letters outlining the terms and conditions of their service. Each staff member signs a service contract, and their service records are meticulously maintained, including self-attested photocopies of their original degree and diploma certificates.
The recruitment mode for principals in Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS) follows a similar structure, combining both direct recruitment and internal promotions through competitive examinations. In KVS, 50% of the principal positions are filled through direct recruitment, while the remaining 50% are filled via a Limited Departmental Competitive Examination (LDCE), aimed at promoting existing employees. Similarly, in NVS, recruitment is split equally between direct recruitment (50%) and internal promotion through LDCE (50%).
The recruitment of principals by promotion in both KVS and NVS emphasizes internal career progression through a Limited Departmental Competitive Examination (LDCE). In KVS, employees are eligible for promotion to principal if they have eight years of combined regular service as Post Graduate Teachers (PGTs) and Vice-Principals. Specifically, candidates must have served as a PGT in the pay band of Rs. 9,300-34,800 with a Grade Pay of Rs. 4,800, and as a Vice-Principal in the pay band of Rs. 15,600-39,100 with a Grade Pay of Rs. 5,400, with at least two years as a Vice-Principal. Similarly, in NVS, promotion to principal requires eight years of combined service as PGT and Vice-Principal, with specific pay levels: PGTs must be in Level 8 (Rs. 47,600-1,51,100) and Vice-Principals in Level 10 (Rs. 56,100-1,77,500). Additionally, NVS also considers Vice-Principals for promotion after three years of regular service in Level 8.
At the state level, for all public schools which are affiliated with the state board of education, the recruitment and selection process of school principals typically falls under the jurisdiction of the Staff Selection Commission, which commonly advertises such positions through various media platforms.
In the state of Goa and union territory of Daman and Diu, according to the 1986 Goa and Daman and Diu School Education Rules, the vacancies of the principal of a higher secondary school, headmasters of secondary schools and middle schools, and assistant headmasters of secondary schools are filled up by promotion subject to the eligibility conditions. While filling out these posts, management shall first explore the possibility of selecting a senior teacher. While making such a selection, the management shall also carefully consider and choose the best qualified and most competent person among those available for selection/ appointment to the post. Seniority shall be the first criterion subject to fitness and merit. If the claim of a senior eligible teacher is bypassed, the reason in writing must be recorded in the minutes by the promotion committee. The claim of the senior qualified teacher shall only be bypassed arbitrarily with tangible reasons.
Employment equity measures
In Kendriya Vidyalaya Sangathan (KVS), the age relaxation measures for different categories of applicants applying for the position of principals. For candidates belonging to the Other Backward Classes (OBC), a 3-year relaxation is granted. Ex-servicemen in Group-B posts receive relaxation based on their military service, with 3 years deducted for general candidates, 6 years for OBC candidates, and 8 years for scheduled caste (SC) and scheduled tribe (ST) candidates. Persons with Disabilities (PWD) receive a more substantial relaxation: 15 years for SC/ST candidates, 13 years for OBC candidates, and 10 years for general candidates. Additionally, SC/ST candidates receive a 5-year relaxation. It is noteworthy that women do not receive any specific age relaxation for the Principal or Vice Principal posts, although women applicants for other posts receive a 10-year relaxation.
In Navodaya Vidyalaya Samiti (NVS), scheduled caste (SC) and scheduled tribe (ST) candidates are provided with a 5-year age relaxation, while Other Backward Classes (OBC) from the non-creamy layer receive a 3-year concession. Women across all categories applying for teaching positions, such as Post Graduate Teachers (PGTs), Trained Graduate Teachers (TGTs), and miscellaneous categories, benefit from a 10-year relaxation. Notably, regular NVS employees face no age limit when applying for these roles. Additionally, candidates with three years of continuous service in the Central Government, if the positions are in the same or related cadres, are granted a 5-year relaxation. Lastly, individuals who were domiciled in Jammu & Kashmir during the period between January 1, 1980, and December 31, 1989, also receive a 5-year concession.
Working conditions
At the federal level, according to Chapter 5 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), schools are mandated to ensure that all essential staff members are appointed on a full-time basis to maintain compliance with the established regulations, thereby providing job security and stability for the school principals and teaching staff. Additional benefits include a contributory provident fund, pension schemes, structured leave entitlements, and a clearly defined code of conduct.
The pay scale for principals in Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS) is aligned with the recommendations of the 7th Pay Commission but varies slightly between the two systems. In KVS, the pay scale for principals before the 7th Pay Commission was Rs. 15,600-39,100 with a Grade Pay of Rs. 7,600 under Pay Band-3. After the implementation of the 7th Pay Commission, this has been revised to Level 12 of the pay matrix, which equates to a salary range of Rs. 78,800 to Rs. 2,09,200. In NVS, the pay scale for principals is similarly set at Level 12 of the pay matrix, with a salary range from Rs. 78,800 to Rs. 2,09,200, ensuring parity in pay structure between the two organizations post-7th Pay Commission. Both systems thus offer competitive pay, but the structure in KVS makes specific reference to previous pay bands, whereas NVS directly applies the 7th Pay Commission structure. There is no mention of bonuses or other specific financial incentives for either system.
In the state of Goa and the union territory of Daman and Diu, the 1986 Goa and Daman and Diu School Education Rules outline different pay scales for principals, headmasters, and assistant headmasters. The pay scale for assistant headmasters of secondary schools and headmasters of middle schools ranges from 1640 to 2900. The pay scale of headmasters of secondary schools ranges from 2000 to 3500. The pay scale of principals of higher secondary schools ranges from 1100 to 1600. However, these pay scales are not according to the latest pay commission. Furthermore, according to the rules, headmasters of secondary and higher secondary schools are required to engage in teaching for 12 periods or 7 hours per week. In contrast, headmasters of middle schools and assistant headmasters of high schools are mandated to handle 24 periods or 14 hours per week. If departmental officers observe any dereliction of these duties or frequent absences of the headmaster during school hours, the management must take appropriate action upon receiving a report from the officer. For schools operating in two shifts, the headmaster’s workday should not exceed 6.5 hours, and their schedule should be adjusted to allow them to oversee and guide both shifts effectively.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, in the case of middle, high, and senior secondary schools, the head is provided with a separate room.
2.3. Leadership preparation and training
Pre-service training
At the federal level and state levels, official documents do not explicitly mandate training of school principals before taking up the position.
Induction and in-service training
At the federal level, the 2014 School Leadership Development Programme Framework aims to build the capacities of school heads in the areas of teaching-learning, personal and professional development, innovations in school system processes, and partnerships. As a result, school leadership development (SLD) programs are being initiated nationwide across all levels of school education to build and enhance the capacity of school heads on a long-term and continuous basis.
According to Chapter 16 of the 2018 Central Board of Secondary Education Bye Laws, schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), are required to implement specific training programs for their educational staff. It is mandated that each school conducts an annual training program for its principal of at least two days. This training should preferably be organized in collaboration with the Board's Centres of Excellence (COE) or through recognized teacher training institutes at the state, union territory, regional, or central levels, including platforms like DIKSHA and SWAYAM.
Additionally, it is obligatory for every school to arrange a comprehensive training program for its entire teaching staff. This program must span at least five days and should be conducted at least once every three years.
According to the 2020 National Education Policy, school principals and school complex leaders are provided with comparable modular workshops and online resources to enhance their leadership and management competencies. These platforms facilitate ongoing professional development, enabling them to exchange best practices. Additionally, these leaders will be required to engage in a minimum of 50 hours of continuing professional development (CPD) annually. These CPD modules will encompass leadership, management, content, and pedagogy, emphasizing the preparation and execution of pedagogical strategies rooted in competency-based education principles.
In pursuit of the CPD objectives outlined in the 2020 National Education Policy, the National Council of Educational Research and Training (NCERT), operating under the auspices of the Ministry of Education and the Department of School Education and Literacy (DSE&L), in collaboration with various States/Union Territories (UTs) and autonomous bodies under different ministries, has launched the National Initiative for School Heads' and Teachers' Holistic Advancement (NISHTHA) integrated training program. This initiative primarily targets teachers, head teachers/principals, and other educational management and administration stakeholders. The training program encompasses a wide array of content, including learning outcomes, school-based assessment techniques, learner-centred pedagogy, novel educational initiatives, and strategies to address the diverse needs of students through varied pedagogical approaches.
Indira Gandhi National Open University (IGNOU) offers a Postgraduate Diploma in School Leadership and Management (PGDSLM) through distance learning, with a minimum duration of one year and a fee of Rs. 6000. The program is open to both prospective and in-service head teachers or principals with a graduate degree from a recognized university, with no age restrictions. Its primary goal is to enhance the skills, competencies, and values necessary for effective school leadership and management, while enabling principals to foster productive school environments. Additionally, the course aims to develop a competent cadre of principals capable of improving school performance. The programme is designed in collaboration with the Commonwealth Secretariat in London. The PGDSLM curriculum includes courses such as Head Teachers as School Leaders, Human Resource Development, Managing Teaching-Learning, School Governance and Financial Management, and Leadership for Better Schools. A mandatory component of the program is the Extended Contact Programme (ECP), which reinforces theoretical knowledge through lectures, discussions, and both individual and group activities, focusing on developing the practical skills necessary for school leadership and management.
Many states and union territories follow the 2014 School Leadership Development Programme Framework to design and conduct their training programs for school leaders. For example, in the state of Kerala, the State Institute of Management and Training – Kerala (SIEMAT-Kerala) has designed an online foundation-level capacity enhancement programme (CEP) and leadership enhancement programme (LEP)in educational planning, management and administration for the newly promoted heads of high schools and principals of higher secondary schools. The centre also provides training to school heads of tribal areas.
In the state of Haryana, according to the 2009 State Policy on Safety Measures in Schools, all school staff including school principals and headmasters are provided with firefighting training, emergency first-aid treatment, and emergency evacuation.
In the state of Nagaland, the State Council for Education Research and Training (SCERT) has designed a school leadership development programme spanning one month for the school principals of government high schools and government higher secondary schools.
In the state of Tamil Nadu, according to the 2023-24 Policy Note of the School Education Department, the School Education Department has launched an annual leadership development training program specifically for school headmasters. This initiative has successfully trained 8,304 Headmasters from secondary schools, focusing on various facets of school leadership. The training encompasses articulating a clear vision, establishing measurable goals for their schools, comprehending curriculum needs, and managing teaching-learning processes to empower teachers. It also aims to enhance administrative efficiency, foster meaningful community engagement for school development, and create a collaborative environment among teaching and non-teaching staff. Additionally, it includes leading, facilitating, and monitoring the implementation of the government's flagship programs. To ensure the sustainability and expansion of this program, notably to include middle school headmasters, a budget allocation of approximately USD 1,200,000 has been made. This financial commitment underscores the department's dedication to bolstering educational leadership at all school levels.
In the state of West Bengal, according to the 2017-18 School Leadership Development Project Report, the State Council of Education Research and Training (SCERT) conducts a comprehensive 16-day School Leadership Development Programme, blending theoretical and practical learning in a face-to-face format. Participants engage in four days of in-person training at DIETs, followed by eight days of fieldwork in their schools to apply new skills, with ongoing support from facilitators. Afterward, they return for a four-day follow-up workshop, which includes a session on Shaala Siddhi, where they share experiences and challenges encountered during implementation. The programme covers a range of leadership and management themes, including conflict resolution, team building, child protection, time management, ICT integration, inclusive education, and school development planning. A sample study may assess changes in head teachers' practices and attitudes.
In the union territory of Pondicherry, the Directorate of School Education carried out a 10-day training program on school leadership development (SLD) in collaboration with the National Centre for School Leadership (NCSL), National Institute of Educational Planning and Administration (NIEPA). Furthermore, the Directorate of School Education also announces various calls for headteachers/principals to participate in the NISHTHA training program on its website.
3. Teachers, parents and students
3.1. School management committees and boards
At the federal level, according to the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), schools, except those that do not receive any kind of aid or grants from the appropriate government or the local authority to cover their expenses, are mandated to have a school management committee (SMC). The committee comprises elected representatives from the local authority, parents or guardians of children admitted to school and teachers. At least three-fourths of committee members are parents or guardians of children, provided proportionate representation is given to parents or guardians of children from disadvantaged groups and weaker sections. Furthermore, fifty per cent of the members of the committee are women.
The committee is responsible for monitoring the school's work, preparing and recommending a school development plan, monitor the utilization of the grants received from the appropriate government or local authority or any other source.
According to Chapter 9 of the 2018 Central Board of Secondary Education (CBSE) Bye Laws, the school management committee is a mandated body for all schools affiliated with the Central Board of Secondary Education (CBSE) as stipulated in various regulatory frameworks, including the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022). The composition and responsibilities of the SMC are designed to ensure inclusive, efficient, and transparent management of educational institutions.
The committee's composition varies slightly depending on whether the school is recognized and aided or private and unaided. It comprises at most fifteen members for recognized aided schools, while private unaided schools can have up to twenty-one members. Senior secondary schools offering vocational subjects may appoint additional subject experts. The committee must include the head of the school/principal, who acts as the member secretary, two parents of students (one father and one mother in co-educational schools), two teachers from the school, and two external teachers (one of whom must be a woman) nominated by the trust/society/company managing the school. Additionally, two members are nominated by the CBSE board, with the remaining members elected or nominated according to the rules of the managing trust or society. Crucially, at least fifty per cent of the committee members must be women, ensuring gender representation.
The roles and responsibilities of the committee are extensive and critical for the smooth functioning and development of the school. The committee supervises all school activities, ensuring adherence to the guidelines and policies that govern trust or society. It is responsible for implementing merit-based admission policies and free from biases related to gender, disability, religion, race, caste, creed, and place of birth. This ensures a fair and inclusive admission process in line with state policies. The committee also focuses on the welfare of teachers and other employees, addressing their grievances and ensuring a conducive working environment.
In terms of strategic planning, the committee is tasked with developing short-term and long-term plans for the school's improvement. This includes overseeing academic programs, financial management, and infrastructural development. It holds financial authority beyond the delegated powers of the head of the institution/principal, within the school's budgetary provisions, and reviews and forwards the school budget to the managing trust or society for approval. It also ensures that the school's financial operations are transparent and free from irregularities.
The committee guides the principal in administrative and academic matters, ensuring that the school's operations align with the state's and CBSE's norms and regulations. This includes maintaining high standards regarding teaching quality, school infrastructure, and the overall learning environment. The committee is also tasked with ensuring the safety and security of students and staff, regularly reviewing safety measures, and making necessary improvements.
Regular meetings of the committee, held at least twice in an academic session, facilitate continuous monitoring and assessment of the school's progress and challenges. These meetings are crucial for addressing immediate issues and planning future initiatives.
According to the 2020 National Education Policy, schools are mandated to have school management committees (SMC) and school complex management committees (SCMC). The exact composition of these committees is not explicitly stated in the policy; however, the membership of teachers, students, supporting staff, parents, and local citizens is explicitly outlined in SCMCs. The role of school complex management committees (SCMC) involves improving governance, monitoring, oversight, innovations, and initiatives by local governments.
In the PM SHRI schools framework, school management committees (SMCs) play a crucial role in school leadership, actively participating in policy implementation. Key responsibilities of the SMC include fostering collaboration with various societal sectors to support green policies, monitoring and guiding policy execution, and supervising the school’s overall functioning. Additionally, the SMC is tasked with maintaining discipline, suggesting improvements in academics and procedures, securing local resources for the school's growth, and approving the school's annual report. The committee also helps organize community programs and events to raise funds for the school’s development.
To effectively serve as a bridge between the school and its community, the SMC is encouraged to engage in various suggested actions. These include simplifying communication about education rights and admissions, promoting parental involvement in their children's education, and ensuring teachers are focused on their teaching duties. The SMC also supports co-curricular activities, organizes parent-teacher meetings, and facilitates virtual participation for parents unable to attend in person. Furthermore, it assists in enhancing school libraries, hosting talent shows, and organizing events like storytelling sessions involving local community members. Lastly, the SMC is advised to publish a monthly magazine to showcase its initiatives for school improvement.
At the state and union territory levels, the following table provides information on the composition and responsibility of school management committees:
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States |
Source |
School management committee composition |
Responsibilities |
|
Arunachal Pradesh |
For government secondary and higher secondary schools, the managing committee consists of up to eleven members serving a three-year term, meeting twice per academic session: Chairperson: This role is occupied by a high-ranking official such as the deputy commissioner, additional deputy commissioner, sub-divisional officer, extra assistant commissioner, or circle officer of the locality where the school is situated. Member Secretary: The principal or headmaster of the concerned school holds this position, ensuring direct administrative oversight. Members: The committee includes two reputed members of society (one of whom must be a woman), two parents of students, two teachers from the school, and the school captain. Additional members may be nominated or selected as necessary.
In contrast, the management committee for government primary and middle schools comprises up to seven members with a three-year term. This committee meets quarterly. The composition includes: Chairperson: Preferably an elected member of the Panchayat or a nominee from the host village, town, or ward. Member Secretary: The headmaster or the in-charge headmaster of the host school. Members: Four individuals from the host village, town, or ward, including one teacher, a woman, and an elite person. Ex-officio Member: One block education officer (BEO), assistant programme officer (APO), or a representative from the district director of school education (DDSE).
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These committees are designed to incorporate various stakeholders from the community, ensuring a broad representation of interests and fostering a collaborative environment for the management and improvement of school operations |
|
|
Haryana |
The managing committee consists of: |
Ensuring the provision of essential resources such as furniture, science equipment, library books, teaching aids, and sports materials for the school. |
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|
Gujarat |
Seventy-five per cent of the school management committee's composition comprises parents or guardians of children. The remaining twenty-five per cent is given membership as follows: -One-third will be drawn from elected members of the local authority, determined either by the local authority itself or, in the case of grant-in-aid schools, by the management/trust; -Another one-third will consist of teachers from the school chosen by the school's teaching staff; -The final one-third will be composed of local educationists or children from the school, selected by the parents within the committee; For its operations, the committee elects a chairperson and vice-chairperson from among the parent members. Additionally, the head teacher at the school, or in their absence, the most senior teacher, will serve as the ex-officio member-convener of the committee |
Community Engagement: The committee must effectively communicate the child's rights to the local population and ensure the duties of the state government, local authority, school, parents, and guardians are well understood Monitoring and Implementation: The committee is tasked with ensuring that teachers are not overburdened with non-academic duties and ensuring the continued enrolment and attendance of children from the neighbourhood. This also includes overseeing the maintenance of prescribed norms and standards and addressing any deviations from children's rights, such as mental and physical harassment or denial of admission Support for Disabled Children: Another critical role of the committee is to monitor the identification, enrolment, and learning facilities for disabled children, ensuring their participation in and completion of elementary education Mid-Day Meal and Financial Oversight: The committee monitors the implementation of the mid-day meal scheme and prepares an annual account of the school's receipts and expenditures, which must be audited annually. The financial records must be signed by the chairperson, vice-chairperson, and convenor and submitted to the local authority Annual Reporting and Planning: The committee is also responsible for preparing a school development plan every three years, with sub-plans for each year. This plan should detail class-wise enrolment estimates, requirements for additional teachers, infrastructure needs, and financial forecasts for these needs. An annual report assessing the implementation of this plan and summarizing the committee's activities is also required
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Tamil Nadu |
The school management committee comprises parents, local community representatives, teachers, members of the self-financing committee and educators |
The committee plays an essential role to support and monitor the educational performance of the school. Furthermore, the committee develops school development plans |
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Union Territories |
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Chandigarh |
No information is provided on the explicit composition of the school management committee |
The school management committee monitors the implementation of the Pradhan Mantri Poshan Shakti Nirman (PM POSHAN) Scheme |
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|
Delhi |
No information is provided on the explicit composition of the managing committee |
The management committee of every aided school is responsible for depositing its share towards pay and allowances, medical facilities, pension, gratuity, and provident fund |
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Pondicherry |
2011 Pondicherry Right of Children to Free and Compulsory Education Rules |
A school management committee is a mandated to be established in every school, excluding unaided schools, and must be reconstituted every two years. The committee consists of twelve members plus one ex-officio member; -Six members must be women; -Nine members from parents or guardians of students enrolled in school, with due consideration given to proportional representation from disadvantaged groups and weaker sections; -Three members from various categories: one from elected members of the local authority; one from the school's teaching staff; one from local retired school headmasters/teachers or students determined by parents/guardians
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-Communication of children's rights to the local community; -Ensuring teachers focus on teaching by handling non-academic tasks; -Promoting inclusive enrollment and attendance of neighbourhood children; -Addressing child rights violations; -Overseeing facilities for children with special needs, ensuring their integration and completion of elementary education; -Preparing a school development plan and annual financial reports for transparency; -Monitoring the Midday Meal Programme |
|
State and union territories |
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|
Goa and Daman and Diu |
The school management committee (SMC)'s composition varies depending on whether the school is aided or unaided. For aided schools, the committee consists of not more than ten members, while unaided schools can have up to fifteen members. Key members include the head of the school, one parent elected by the parent-teacher association, one teacher elected by the school's teachers, a nominee from the Directorate of Education, and additional members as per the society running the school |
The committee's responsibilities include managing staff appointments, disciplinary actions, ensuring financial regularity, and maintaining the necessary teaching and non-teaching staff. They are also tasked with ensuring that the school is adequately equipped with furniture, science equipment, library books, and sports materials. The committee is mandated to function in a manner that promotes the best interests of the students and the school, avoiding any actions that could hamper the school's operations |
Some states and union territories mention the school management committee on their websites and in their official documents; however, the explicit composition and role of the committee is not mentioned. For example, in the union territory of Andaman and Nicobar Islands, the Directorate of Education aims to provides community training to members of the school management committee.
In addition to their roles and participation in school management committees, school heads/principals are also members of various other committees. For example, at the federal level, according to the 2023 National Professional Standards on Teachers Guiding Document, principals participates in the consultation process of the national committee responsible for devising an appropriate strategy for developing and designing the official National Professional Standards on Teachers (NPST) document. In various states, school headmasters are members of the Village Education Committee (VEC), formed under the District Primary Education Program and responsible for creating a link between schools in the village and the community and promoting awareness of formal education programs in villages.
In the state of Goa and the union territory of Daman and Diu, according to the 1975 Secondary and Higher Secondary Board Education Act, four principals of higher secondary schools and six headmasters of secondary schools other than higher secondary schools are members of the state board of school education. In the state of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, the head of a government school is a member of the curriculum committee, which advises the state government on syllabi, book selection for primary and middle schools, co-curricular activities, and non-formal education options. In the state of Karnataka, according to the 1983 Education Act, school principals/heads are members of different advisory committees established by the state government. In the union territory of Andaman and Nicobar Islands, according to the 2011 Guidelines, vice-principals/headmasters/senior headmasters are members of the Zonal Admission Monitoring Committee (ZAMC). The senior principal of the school can act as the committee's convener.
3.2. Middle leaders
At the federal level, according to the 2009 Right of Children to Free and Compulsory Education Act, teachers are deployed to do the decennial population census work, disaster relief duties, or elections duties to a local authority or the state legislatures or parliament. Furthermore, as mentioned in Subsection 3.1, teachers are members of the school management committee.
Similarly, according to the 2020 National Education Policy, teachers are members of school complex management committees (SCMC).
At state and union territory levels, as mentioned in Subsection 3.1, teachers are members of the school education committee. In addition to their roles and participation in school management committees, teachers are also members of various other committees.
For example, in the union territory of Delhi, according to the 1973 School Education Rules, two teachers primarily engaged in the primary, middle, secondary, and senior secondary stages are members of the curriculum committee, which advises the government on curricular and extra-curricular activities and non-formal education options for students unable to take formal education. Furthermore, Delhi’s Directorate of Education (DoE) introduced the Teachers' Mentor Group (TMG) to enhance the academic and pedagogic skills of Trained Graduate Teachers (TGT) in schools up to grade 10. The program recruited around 200 experienced teachers, each tasked with mentoring 4-6 schools, to provide continuous academic support. The selection process was rigorous, involving personality tests, interviews, and group discussions to ensure that only highly qualified teachers were chosen. This initiative aimed to create a resource pool of committed teachers from within the system, fostering collaboration among teachers, heads of schools, and other stakeholders.
In the state of Haryana, teachers are members of the Disaster Management club.
In the state of Rajasthan, according to the 1957 Secondary Education Act, teachers with expertise in physical education are members of the Board of Secondary Education for Rajasthan.
3.3. Parents
At the federal level, according to the 2009 Right of Children to Free and Compulsory Education (RTE) Act, parents or guardians are members of the school management committee.
Similarly, according to the 2020 National Education Policy, parents are members of school complex management committees (SCMC).
In schools (navodaya vidyalayas) affiliated with the Central Board of School Education (CBSE) offering free education to talented children from Grade 6 to Grade 12, the parent-teacher council (PTC) in navodaya vidyalayas is structured to foster collaboration between parents and the school administration, enhancing the educational environment. The school principal chairs the PTC and includes 15 parent representatives selected proportionally based on the school's sections, ensuring gender balance. Additionally, there are five teacher representatives, including at least two female teachers, and the vice principal serves as the member secretary. The council's roles include addressing grievances, supporting school development, and participating in biannual meetings to align objectives and responsibilities.
As mentioned in Subsection 3.1, in the state of Gujarat, Haryana, and Tamil Nadu, parents are members of the school education and management committee.
In the state of Goa and the union territory of Daman and Diu, according to the 1986 Goa and Daman and Diu School Education Rules, the parent-teacher association (PTA) is designed to foster closer relationships between parents and teachers, enhancing the educational environment through collaborative efforts. One member of the PTA, elected by the association, serves on the SMC, ensuring that parents have a voice in the school's management. The PTA's role is vital in bridging communication between the school administration and the parents, helping to address issues related to student welfare, school facilities, and educational quality.
In the state of Maharashtra, according to the 2011 Maharashtra Educational Institutions (Regulation of Fee) Act, each school is mandated to form a parent-teacher association (PTA) within thirty days from the start of each academic year. Membership is automatic for all parents, with a fee of fifty rupees for urban areas and twenty rupees for rural areas. Representation within the PTA is determined through a lottery system, ensuring diverse participation across all standards. The executive committee, which manages the PTA, comprises a chairperson (the principal or headmaster), a vice-chairperson from the parents, a secretary from the teachers, two joint secretaries from the parents, and additional members representing both parents and teachers from each standard. There is a specific inclusion policy to ensure representation from scheduled castes, scheduled tribes, or backward classes, with a rotation system and a minimum of fifty percent female members. The composition of the executive committee must be publicly displayed within fifteen days of its formation, and a copy must be sent to the concerned education officer. This structure ensures a balanced and inclusive approach to managing parent-teacher interactions and involvement in school affairs.
3.4. Students
At the federal level, according to the 2020 National Education Policy, students are members of school complex management committees (SCMC).
Furthermore, student councils have been introduced in almost all private and public schools.
In the union territory of Pondicherry, as mentioned in Subsection 3.1, students are members of the school education committee. In addition to their roles and participation in school management committees, students are also members of various other committees. For example, in the state of Haryana, students are members of the Disaster Management Club.
4. Governance
4.1. Autonomy of school leaders
At the federal level, according to the 2009 Right of Children to Free and Compulsory Education (RTE) Act, the headteacher is authorized to issue the transfer certificate for children aged 6-14 years. This authority extends to all schools except those that do not receive any kind of aid or grants from the appropriate Government or the local authority to cover their expenses.
According to Chapter 9 of the 2018 Central Board of Secondary Education Bye Laws, the head of the school/principal of schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022) is responsible for the proper utilization of the pupil fund. Furthermore, they make purchases of stores and other materials required for the school per the rules governing such purchases, entering all such stores in the stock register, scrutinizing the bills and making payments.
Furthermore, according to the 2018 Central Board of Secondary Education Bye Laws, the head of the school/principals may be involved in the recruitment and dismissal of teachers, but the ultimate authority rests with the school management and education authorities at the district or regional level.
According to the 2020 National Education Policy, school principals and teachers, with the involvement of school cluster management committees (SCMC), are authorized to create school development plans, which are the basis for creating school complex/cluster development plans (SCDPs).
The Annual Pedagogical Plan for principals incorporates a tool designed for both self-assessment and evaluation by other stakeholders on leadership practices. This tool is grounded in the Pedagogical Leadership Framework, which provides a structured approach for principals to reflect on and enhance their leadership effectiveness.
Furthermore, the PM SHRI schools framework suggests administration of satisfaction survey to assess principals.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, the head of school, with the prior permission of the district education officer, is authorized to change school hours.
In the union territory of Chandigarh, according to the Department of Education official website, school principals/school heads are authorized to supervise cooking of meals and serving in government and government-aided schools.
In the union territory of Pondicherry, according to the 1987 Pondicherry School Education Act, before the start of each academic year, it is mandatory for the manager of every accredited school to submit a comprehensive statement of the fees to be imposed for that academic year to the director of education. Additionally, the manager of each recognized school is required to annually submit duly audited financial and other relevant reports to the director of education.
4.2. Assessment and accountability of school leaders
At the federal level, according to Chapter 11 of the 2018 Central Board of Secondary Education Bye Laws, schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), undergo periodic and surprise inspections. These inspections, conducted by a board-determined committee, evaluate various aspects such as infrastructure facilities, academic standards, record keeping, child safety and security measures, and implementing inclusion policies for persons with disabilities. The findings from these inspections indirectly influence the assessment of school principals.
Chapter 16 of the 2018 Central Board of Secondary Education Bye Laws stipulates that the CBSE establishes a quality assessment criterion. This criterion necessitates that all schools, principals, teaching, and non-teaching staff participate in the quality assessment process. This comprehensive evaluation ensures adherence to the board's standards and aims to maintain high educational quality across institutions.
Principals can also utilize the 2021 Handbook on Pedagogical Leadership to assess teachers' performance. Additionally, the 2023 National Teacher Standards Framework, developed by the National Council for Teacher Education (NCTE), offers another structured approach for principals to evaluate and support teachers' professional growth. Both serve as frameworks to systematically assess teaching practices, ensuring alignment with national standards and fostering continuous improvement in instructional quality.
In the union territory of Pondicherry and Delhi, according to the 1987 Pondicherry School Education Act and the 1973 Delhi School Education Act, each teacher and staff member employed in any accredited school is assessed based on a designated code of conduct. Any individual who breaches this code is subject to disciplinary measures. Furthermore, in the union territory of Delhi, according to the 1973 School Education Rules, schools are required to undergo inspection. School administration and accounts of school are required to be examined critically by the appointed inspecting officer, which indirectly impact the overall performance of school heads.
4.3. Teacher assessment by school leaders
At the federal level, according to the 2009 National Curriculum Framework for Teacher Education, school heads, in collaboration with the Institute of Advanced Studies in Education (IASE), College for Teacher Education (CTE), Block Resource Centres (BRC), Cluster Resource Centres (CRCs), and District Institute of Education and Training of various states, provide school-based support to struggling teachers via working closely with them.
According to Chapter 9 of the 2018 Central Board of Secondary Education Bye Laws, for all schools defined in the 2009 Right of Children to Free and Compulsory Education (RTE) Act (amended in 2022), the head of the school/principal is responsible for supervising classroom teaching to ensure the quality of teaching.
Principals in both Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Sangathan (NVS) hold a crucial role in developing teacher capacity, conducting performance reviews, and reassessing progress through classroom observations and other evaluative practices. These responsibilities are closely tied to middle leadership roles within both organizations. In both NVS and KVS, principals are tasked with preparing the Performance Appraisal Report (ACR/APAR) for teachers. This report is first submitted to the regional office for review and is ultimately finalized by the NVS or KVS headquarters. In KVS, this process is integrated into the annual planning of the Vidyalaya, particularly regarding teacher development, promoting professional growth, encouraging innovation, and driving high performance.
In the State of Haryana, according to the 2022 Haryana School Education (Amendment) Rules, school heads supervise and guide teaching and non-teaching staff, ensuring proper duty allocation and teaching loads.
In the union territory of Pondicherry, according to the 1987 Pondicherry School Education Act, school heads are involved in the process of defining the standards of conduct to be observed by teachers and other persons employed in recognized schools.
This profile was reviewed by Dr. Jayson W. Richardson and Dr. N. Mythili.
