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
The 2020 Education Act No.24 and the 2023 Teachers Registration Regulation refer to the term “Principal” as “the most senior person in charge of the management of a public or private school” (art.46) and the latter “as the person in charge of the administration of a government school or a private school” (art.28).
Both the 2020 Education Act No.24 (art.37) and the 2023 Teachers Registration Regulation (art.28) include principals in the category of Teachers: “school leading teachers, supervisory departments and other teaching staff in the country, Heads, Principals, Deputy Staff, Acting Principals, Staff, Level Principals in Technical Working Positions, Superintendent Teachers, Temporary and School Working Professions”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2020 Education Act No.24 and the National Curriculum Framework (NCF) outline the roles and duties of school principals. The 2023 Teachers Registration Regulation highlights the specific qualifications of teachers and principals.
The Quality Indicators of the 2010 Child-Friendly Baraabaru Schools (CFBS) Framework published by the Ministry of Education and UNICEF, provide guidelines for leadership and management through 5 standards for school principals that include planning, professional development, personal qualifications and skills, human resource management as well as infrastructure and finance management.
Roles
Setting expectations/objectives: The 2020 Education Act No.24 states that school principals are to “implement the educational policies set by the Ministry, and to conduct the affairs of the school in line with those policies” (art.5).
The National Curriculum Framework (NCF) highlights that school principals “direct and manage the academic and non-academic activities within a school community through strategic deployment of resources available”.
Developing teaching and learning: School principals “ensure that studies at the school are carried out in accordance with the curriculum” (art.5 of the 2020 Education Act No.24).
The National Curriculum Framework (NCF) outlines the role of school principals in developing a comprehensive school plan for enhanced curriculum delivery. They offer guidance and mentorship to teachers to ensure alignment between curriculum objectives, teaching methods, and assessment processes and they oversee teaching and learning, using data to pinpoint areas needing improvement and collaborate with staff to implement necessary changes in the educational programme.
Promoting collaboration: School principals are to diligently adhere to school regulations to ensure consistent attendance of the children, communicate with guardians regarding their studies and school-related affairs, and undertake all measures essential for fostering a safe and conducive learning environment (art.5 of the 2020 Education Act No.24). School principals are also to “develop collaborations with parents, the community, and national and international organizations” (National Curriculum Framework (NCF)).
Supporting staff development: School principals have to effectively employ the school's workforce and resources to optimize school operations, oversee the quality of teachers' and staff's work, and administer professional development programmes for them (art.35 of the 2020 Education Act No.24 and the National Curriculum Framework (NCF).
Acting in accordance with the ethical principles of the profession: The 2023 Code of Conduct for Teachers applies to school principals and guides them to act in the highest professional regard.
Others: School principals are required to have teaching experience, but it is not specified whether school principals have additional responsibilities such as teaching during their principalship.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2023 Teachers Registration Regulation, candidates have the opportunity to directly pursue, through the Government Electronic Service, a "School Leadership License" which is “required for deputy principals, assistant principals, vice principals, principals, heads of schools to practice in schools and preschools”. The requirements for School Leadership Licenses vary by rank; however, all ranks require at least a bachelor's degree and a minimum number of years of teaching experience. For Principal (Rank 1), candidates need Maldivian National Qualifications Framework (MNQF) at level 7 (bachelor degree) or level 8 (Graduate / Post-Graduate Certificate and Graduate / Post-Graduate Diploma) with two years of teaching and four years of education/administration experience, or level 7/8 with two years of teaching and eight years of experience; for Principal (Rank 2), level 10 (Doctoral degree and Higher Professional Diploma) MNQF with two years of teaching experience and four years of overall experience in education/administration, or specialized degrees/certificates at level 8 or 9 of the MNQF with two years of teaching and eight years of experience; for Principal (Rank 3), level 10 MNQF or special framework qualifications with two years of teaching service.
The 2023 Teachers Registration Regulation outlines the requirements for candidates applying for a teaching position. Teaching License Rank 1 necessitates National Qualifications Framework Level 5 or 6, with provisions for license renewal. Rank 2 requires Framework Qualifications or a Bachelor's degree in teaching, with one year of service, or alternative qualifications and service. Rank 5 mandates G-level 7 or 8 qualifications or a Bachelor's degree in education/teaching, with six years of service or subject-related qualifications. Provisional and Temporary Teaching Licenses have specific educational and experience criteria for issuance.
Appointment decision
Candidates can apply directly to a “School Leadership License” through the Government Electronic Service developed based on the 2023 Teachers Registration Regulation. The platform facilitates the application process and issues digital license cards.
Policies and regulations regarding the registration and licensing of school principals and teachers are established and published by the Teachers Registration Board. Article 38 of the 2020 Education Act No.24 refers to the Teachers Registration Board which consists of five members, with the registrar appointed by the Minister presiding over it. The board comprises five members from various professional backgrounds, including educational management, teaching, curriculum formulation, and child psychology.
The 2020 Principal Tenure-Ship Policy states that “5 member committee must be formed under the advice of the Minister of Education, to assign principals to schools under tenureship”.
Employment equity measures
The 2023 Voluntary National Review (VNR) aims to increase women’s engagement in leadership positions in the public sector by introducing positive discrimination to increase women in leadership in civil service and strengthening laws to protect women.
The 2016 Code of Conduct for Recruitment of Professional Foreign Employees Policy aims to regulate the recruitment process for foreigners as teachers.
Working conditions
The 2020 Principal Tenure-Ship Policy states even if school principals are hired as permanent staff, they are required to serve under a 4-year tenure of 4, with 8 years maximum in one school. The 2023 Salary Scale Table for MOE employees demonstrates that the basic salary for directors is 8,835.00 with a 2,000 service allowance for all grades. Depending on the level, with the technical allowance and special duty allowance as well as the phone allowance, the salary can range between 13,558 and 13,808. In some cases, with the supporting co-allowance, it can increase to a maximum a 14,908.
2.3. Leadership preparation and training
Pre-service training
The 2019-2023 Education Sector Plan aimed to provide on training programmes for new principals and deputies.
Induction and in-service training
The 2019-2023 Education Sector Plan aimed to develop and conduct a training programme for school principals for the enhancement of leadership skills and competence and to ensure comprehensive training for all Primary and Secondary school Principals and Senior Leaders on the application of the Teach observation methodology.
The 2018 School Improvement, Quality Assurance and Accountability Framework (SIQAAF) states that the Quality Assurance Department (QAD) of the Ministry of Education (MoE) can design and deliver training programmes open to educational professionals and practising principals that can be delivered through the National Institute of Education. The programmes cover a range of topics, “including data analysis and evaluative techniques, facilitation skills, conducting challenging professional conversations, and establishing effective protocols to guide peer learning”.
The 2009 Professional Development Policy refers to the provision of technical training and assistance to educational staff but does not refer explicitly to school principals. These include workshops, seminars, inductions, online programmes, and content upgrading courses to improve the knowledge of teachers.
3. Teachers, parents and students
3.1. School management committees and boards
The 2012 School Board Management Policy states that it is the responsibility of the school board to give guidance and direction to the school to develop its strategic plan. The policy indicates the composition and election process of the board with the school principal as its president and states that “the Board is responsible for the administrative management of the school by the employee appointed by the administration”.
According to the 2018 School Improvement, Quality Assurance and Accountability Framework (SIQAAF), school boards are responsible for ensuring school accountability and are expected to take a leading role in reviewing educational practices. This involves active participation from board members, as well as input from the wider community including students and parents. The process should be tailored to suit the specific needs of each school and adhere to principles of effective governance.
3.2. Middle leaders
The National Curriculum Framework (NCF) refers to “Leading Teachers” who are tasked with cultivating the skills and knowledge of teachers through professional development activities that showcase and exemplify effective teaching strategies and who are responsible for coordinating and managing student activities to ensure the efficient management of the curriculum. They are also part of the School Board. Their responsibilities include leading and managing curriculum planning and delivery, engaging in classroom observations, analyzing test data, setting high expectations for achievement, and facilitating professional development programmes tailored to the school's needs. They monitor the delivery of the curriculum to ensure alignment with identified values, competencies, and skills, incorporate various pedagogical approaches, and address individual differences in teaching. Leading teachers also oversee assessment and reporting policies and contribute to the overall management of the schools.
The 2022 School Teacher Structure states that the role of school teachers extends to planning and implementing mentoring programmes for both teachers and learners, conducting induction programmes for newly recruited teachers, providing necessary assistance to teachers of the same level in the teaching environment, providing advice and consultation to various parties on the development of teaching skills, and sharing information about students’ progress with parents, school authorities and education stakeholders.
The 2010 Circular on School Management and School Staff No.2 demonstrates that there is also a school counselor and a health assistant.
3.3. Parents
The National Curriculum Framework (NCF) states that parents play a crucial role in their children's education by setting high expectations, providing encouragement and support, establishing a conducive study environment, maintaining a positive relationship with the school, collaborating with educators, participating in their children's learning efforts, accepting shared responsibility with schools, ensuring their children's well-being, and creating a supportive home environment for learning.
Parents take part in the school board according to the 2018 School Improvement, Quality Assurance and Accountability Framework (SIQAAF).
3.4. Students
According to the 2018 School Improvement, Quality Assurance and Accountability Framework (SIQAAF), students take part in the school board.
4. Governance
4.1. Autonomy of school leaders
The 2019-2023 Education Sector Plan states that “all the schools will be operated by the facilitation of the school board, under the responsibility of the local councils” which indicates that school principals co-manage the budget and curriculum with the school board.
As for hiring and dismissing teachers, article 38 of the 2020 Education Act No.24 highlights the licensing of teacher through the government portal with a Teachers Registration Board to approve them.
4.2. Assessment and accountability of school leaders
The Quality Assurance Department (QAD) of the Ministry of Education (MoE) oversees the quality of schools by organizing teams of internal and external supervisors for monitoring and evaluation. These supervisors, chosen from experienced principals, teachers, and educational experts, conduct assessments to ensure school quality. “QAD provides the necessary training and guidance to school managers and strengthens the internal supervision of schools, especially in carrying out the school self-evaluation as per the 2010 Child-Friendly Baraabaru Schools (CFBS) Framework”.
According to the 2018 School Improvement, Quality Assurance and Accountability Framework (SIQAAF), the school undergoes two levels of assessment, an internal and external one. Every year, the internal level School Self-Evaluation (SSE) includes principals and supervisory staff who manage performance reviews and use the process to build staff capability. The self-evaluation process has a complimentary phase that includes peer-to-peer within the school. Self-evaluation assists schools to report for the obligatory School Annual Report (SAR) to be submitted to the Ministry of Education and provide evidence for the external reviews.
External school review follows directly from the school self-evaluation. Every three years, schools will undergo either a peer review or a priority review. School principals participate in peer reviews to assess schools' performance and develop improvement plans collaboratively with other principals. These reviews are flexible and inclusive, involving input from various stakeholders beyond just principals. The aim is to enhance professional knowledge, support, and the sharing of successful practices among school leaders. Peers play a crucial role in identifying exemplary practices, and there are opportunities for further review by a panel of peers and accredited reviewers. Peer reviews involve selecting peers and an accredited reviewer to assess the school's performance whereas priority reviews entail an independent review team conducting a comprehensive analysis over four to five days.
During priority reviews, school principals collaborate with expert reviewers contracted by QAD to diagnose major issues contributing to underperformance, engage in tailored fieldwork sessions, and involve external principals to enhance capacity and knowledge sharing, with a designated lead reviewer serving as the main point of contact.
After a priority review, intervention and support may be provided based on identified needs. Reviews of schools involve a systematic process to monitor individual school performance and gather evidence on various aspects such as curriculum, instructional models, student involvement, governance quality, and community interaction. They can also facilitate system-wide learning by conducting thematic reviews that assess specific programmes or aspects of professional practice. The 2017-2018 Snapshot of the Maldivian School System is an example of the results of the external review process.
The cycle of performance feedback includes performance planning, self-evaluation, external review, and performance reporting.
4.3. Teacher assessment by school leaders
The 2019-2023 Education Sector Plan mandates Senior Leaders in all Maldivian schools to conduct at least two rounds of Teach observations for all full-time teachers within their respective schools.
The National Curriculum Framework (NCF) mentions that “as a strong instructional leader the principal will be involved in classroom observations, review and interpret test information with staff, have a clear mission about learning gains, have high expectations about achievement, and attend to opportunities to learn”.
The 2019 Education Sector Analysis mentions that “Teachers are supported in their pedagogical duties by facilitators (usually the leading teachers) and that the teaching and learning process in the class is monitored by school principals and leading teachers every month” whereas yearly evaluations are carried out every year by the National Institute of Education teams of the Ministry of Education.
According to the 2020 Education Act No.24, principals shall “supervise the standard of the work of teachers and other school staff” (art.35).
