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 2003 Act on National Education System mentions the term “education personnel” and defines it as “members of an education community devoted to education and are appointed to participate in the provision of education”. The 2003 Act on National Education System also mentions the term “educators” and defines the term as “the teaching staff who have the qualification to be teachers, lecturers, counselors, learning guides (pamong belajar), senior instructors (widyais-wara), tutors, instructors, facilitators, and other titles in accordance with their specialization, and who participate in the provision of education”. The 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47) also mentions the term “educators and education personnel” and provides similar definitions akin to that outlined in the 2003 Act on National Education System.
Furthermore, the 2003 Act on National Education System mentions the term “school headmaster”; however, no explicit definition is provided. Similarly, the 2005 National Educational Standards (as amended by Regulation No.32/2013 and Regulation No.13/2015 (amended currently being Regulation No. 57/2021 and Regulation No.4/2022) mentions the terms “school/madrasah head” (kepala sekolah), “head of educational units” (pimpinan/kepala satuan pendidikan), and “deputy heads of educational units” (wakil kepala satuan pendidikan).
The 2018 Regulation on the Assignment of Teachers as School Heads (amended in 2021) defines school principal as teachers who are given duties to lead instructional and manage the education units, including kindergartens (TK), extraordinary kindergartens (TKLB), elementary schools (SD), extraordinary elementary schools (SDLB), junior high schools (SMP), extraordinary junior high school (SMPLB), high school (SMA), vocational high school (SMK), extraordinary high school (SMALB), or Indonesian school abroad.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
According to the 2003 Act on National Education System, national educational standards serve as a framework for shaping curriculum, refining the skills of educational personnel, ensuring adequate facilities and equipment, managing educational institutions, and allocating funds within the education sector.
The 2005 National Educational Standards (as amended by Regulation No.32/2013 and Regulation No.13/2015, amended currently being Regulation No. 57/2021 and Regulation No.4/2022) set out the required qualifications for the heads of different educational units at different levels of education. In addition, according to the regulation of Ministery of Education, Culture, Research, and Technology Number 40 of 2021 concerning the Assignment of Teacher as school principal, teacher can be assigned as school principal.
The regulation of Ministery of Education, Culture, Research, and Technology Number 40 of 2021 concerning the Assignment of Teacher as School Principal sets requirements and procedures for teachers who can be assigned as school principals.In the Regulation No.40/2021 was also determined on the period of assignment of teacher as head school on an educational school organized by local government or public.
The 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47) serve as guiding principles for educational institutions, aiding them in effectively and efficiently managing their educational resources and maximizing their educational potential. These standards include planning educational activities, implementing educational activities, and supervising educational activities.
Furthermore, educational personnel standards are still in the process of being drafted by the Center for Educational Standards and Policy (PSKP), a work unit of the Educational Standards, Curriculum and Assessment Agency, Ministry of Education, Culture, Research and Technology.
Roles
Setting expectations/objectives: As outlined in the 2003 Act on National Education System, educational personnel are responsible for overseeing administrative tasks, organizing educational activities, facilitating development initiatives, monitoring progress, and providing technical support to enhance educational processes within an educational institution.
According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the head of the educational unit is responsible for developing the work plan of the educational unit, which includes both short-term (one-year) and medium-term (four-year) plans. They must ensure these plans are based on the school’s vision, mission, and goals and reflect self-evaluation data on the management quality, learning process, and learning outcomes. The head works with the school committee to draft the educational plan and is required to report the activity plan and budget for approval from the relevant authorities, whether government or community organizers. Furthermore, the head leads the implementation of school/madrasah-based management aimed at providing safe, enjoyable, inclusive, and gender-equal educational services.
Developing teaching and learning: According to the 2003 Act on the National Education System, educators and educational personnel are tasked with creating an enriching and interactive learning environment that cultivates creativity and joy among students. Additionally, they are expected to demonstrate steadfast commitment to improving the overall quality of education.
According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the head of the educational unit is responsible for ensuring the proper execution of curriculum and learning programs, fostering character development, and creating a conducive learning environment. They must conduct periodic and continuous monitoring, supervision, and evaluation of educational programs to ensure they align with set goals and objectives. Additionally, the head provides feedback, guidance, and continuous improvement to educational activities. They also ensure that the curriculum and learning processes are implemented in compliance with regulations.
Promoting collaboration: As outlined in the 2003 Act on National Education System, educational personnel are responsible for organizing educational activities in collaboration with staff, parents, and community members.
According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the head of the educational unit is responsible for fostering partnerships with industries, parents, learning communities, organizations partners, and/or other stakeholders. Furthermore, the head is responsible for ensuring transparency in providing public access to information related to educational activities.
Supporting staff development: As outlined in the 2003 Act on National Education System, educational personnel are responsible for facilitating staff development initiatives.
According to the 2018 Regulation on the Assignment of Teachers as School Heads (amended in 2021), one of school principals duties is to supervise teachers and staff administrators in school.
According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the educational unit’s planned activities must include information on educational personnel, competency improvement programmes, activities to foster a culture of cooperation care and respect for each other. The head of the educational unit is responsible for the implementation of the duties and functions of the education staff, developing their competencies, and leading efforts to reflect on learning for continuous improvement.
Acting in accordance with the ethical principles of the profession: According to the 2003 Act on National Education System, educators and educational personnel are entrusted with the crucial role of serving as exemplary figures, upholding the integrity of their institution, profession, and position following the trust placed in them.
Others: According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the head of the educational unit is responsible for the provision and maintenance of facilities.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2005 National Educational Standards (as amended by Regulation No.32/2013 and Regulation No.13/2015, amended currently being Regulation No. 57/2021 and Regulation No.4/2022) set different criteria to become head of educational units at different levels of education.
At the early childhood education level, potential candidates must meet specific criteria. These include being an active kindergarten teacher, possessing academic qualifications and proficiency as an educator per relevant legal requirements, having at least three years of teaching experience, and demonstrating leadership and entrepreneurial aptitude within education.
At the lower primary education level, prerequisites include being actively engaged as a teacher, possessing the requisite academic qualifications and proficiency as an educational facilitator by relevant statutory regulations, having a minimum of five years of teaching experience, and demonstrating leadership and entrepreneurial capabilities.
At the upper primary, secondary and vocational high schools, prerequisites to become heads include a minimum of five years of teaching experience at those educational levels and demonstrating leadership and entrepreneurial capabilities. The head of educational units is supported by three deputy heads, each of whom oversees academics, facilities and infrastructure, and student affairs.
In case of providing education to students with special educational needs, prerequisites to becomes heads include a minimum of five years of teaching experience in a special education unit and demonstrating leadership and entrepreneurial capabilities in the field of the special education sector.
Furthermore, the 2018 Regulation on the Assignment of Teachers as School Heads (amended currently being Regulation No. 40/2021) provides comprehensive and specific criteria for teachers who want to become the head of the school/school principals. The following requirements must be met: a minimum academic qualification of a bachelor's degree or a diploma (ISCED Level 4) from an accredited tertiary institution; for teachers holding civil servant status, a minimum rank of Class III/c; at least six years of teaching experience relevant to the type and level of school, except for those with a minimum of three years of teaching experience in kindergarten (TK) or kindergarten special schools (TKLB); a satisfactory job performance rating for the last two years, with a minimum evaluation of "good"; at least two years of relevant managerial experience; physical and mental health verified by a certificate from a government hospital; no record of moderate or severe disciplinary sanctions, and no current or past criminal convictions; a maximum age of 56 years at the time of the first appointment as a school principal; and for candidates applying for overseas Indonesian schools (SILN), additional requirements include being a civil servant, having at least four consecutive years of experience as a school principal, current service as a school principal, proficiency in English or the local language, and the ability to promote Indonesian arts and culture.
Appointment decision
According to the 2003 Act on the National Education System, appointment decisions are taken at the central level.
According to the 2018 Regulation on the Assignment of Teachers as School Heads (amended currently being Regulation No. 40/2021), the preparation of prospective school heads is carried out through stages: the nomination of prospective school heads, the selection of school heads, and the education and training of prospective school heads. Prospective school heads are nominated as teachers by their school heads as long as they meet the requirements to take part in the selection process. After passing the selection process and completing the required training, prospective principals are chosen by a selection team comprised of members from the regional secretariat, the provincial, regency/city education service in accordance with their authority, the education council, and school supervisors. The final appointment to schools is the responsibility of the local government personnel development officer or the head of the educational unit administrator.
Employment equity measures
Official documents do not explicitly include measures to address the under-representation of minority groups in school leadership positions.
Working conditions
According to the 2003 Act on the National Education System, educators and educational personnel have respectable professional salaries and adequate social welfare provisions. However, it does not provide explicit information on the salary scale. According to the Act, educators and educational personnel are guaranteed legal safeguards while fulfilling their responsibilities and intellectual property rights. Additionally, they are granted access to educational facilities, equipment, and resources to amplify the efficacy and productivity of their endeavours.
According to the 2018 Regulation on the Assignment of Teachers as School Heads (amended with Regulation No. 40/2021), school heads are hired on a four-year period with the ability to have their contracts extended a maximum of three times for a total of twelve years of service. School heads may have their assignment extended for a fourth period after going through a competency test.
2.3. Leadership preparation and training
Pre-service training
According to the 2018 Regulation on the Assignment of Teachers as School Heads, before their appointment but after passing the selection process, school heads take the required pre-service training and obtain the certificate of completion of education and training of prospective school heads. The training is funded by the government, regional government, community, or other legitimate and non-binding sources.
Induction and in-service training
According to the 2003 Act on the National Education System, educators and educational personnel are afforded the chance to advance their careers in alignment with the standards aimed at enhancing educational quality. There is provision for in-service education by government departments and non-departmental governmental institutions. However, it does not mention explicitly the target audience of in-service education. The 2018 Regulation on the Assignment of Teachers as School Heads (amended in 2021) also mandates that school heads make plans and carry out continuous professional development.
3. Teachers, parents and students
3.1. School management committees and boards
The 2003 Act on National Education System defines a school/madrasah committee as “an independent institution consisting of parents/children’s guardians, school communities, and community figures devoted to education”. As mandated by the Act, the school committee is tasked with offering guidance, directives, and assistance concerning personnel, facilities, equipment, and the oversight of educational institutions.
According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the school/madrasah committee carries out monitoring on the quality of educational services in accordance with the provisions of the legislation.
3.2. Middle leaders
As mentioned in Subsection 3.1, teachers/educators are members of school committees.
3.3. Parents
Centralized policies and legislative frameworks for parent-teacher associations are absent. However, as mentioned in Subsection 3.1, parents are members of the school committee. Furthermore, as per the 2003 Act on National Education System, parents are granted the right to participate in selecting their children's educational institutions and to access details regarding their children's educational circumstances. Additionally, parents of children obligated to undergo compulsory education are also required to ensure their children receive primary education.
3.4. Students
Centralized policies and legislative frameworks for student councils are absent.
4. Governance
4.1. Autonomy of school leaders
According to the 2003 Act on National Education System, the school headmaster is authorized to run education programmes with assistance from the school/madrasah committee.
The 2005 National Educational Standards (as amended by Regulation No.32/2013 and Regulation No.13/2015, amended currently being Regulation No. 57/2021 and Regulation No.4/2022) grant different levels of autonomy and authority to the heads of educational units.
In primary and secondary education settings, the head of the educational unit leads the preparation of the report, which is directed towards the school/madrasah committee and other relevant stakeholders. This report encapsulates the outcomes of the assessment process and is conducted at a minimum once per semester.
Within primary and secondary schools, the head of the educational unit assumes an indirect role in academic decision-making processes, as these decisions are made through the education council. This council, chaired by the head of the education unit, serves as the platform for deliberating and finalizing academic matters.
The head of an educational unit authorizes the guidelines on operational costs of educational units after considering input from the school/madrasah committee.
According to the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the head of the educational unit is responsible for implementing curriculum and the management and use of the budget in accordance with statutory provisions.
4.2. Assessment and accountability of school leaders
According to the 2003 Act on National Education System, the central government and local authorities are mandated to conduct evaluations of all educational providers, units, streams, levels, and types of education. This comprehensive evaluation framework holds significant implications for the performance evaluation of educational unit heads, albeit indirectly. Furthermore, beside central and local government authorities, community and professional organizations have the right to set up an independent evaluation body to conduct an evaluation.
According to the 2005 National Educational Standards (as amended by Regulation No.32/2013 and Regulation No.13/2015, amended currently being Regulation No. 57/2021 and Regulation No.4/2022), in primary and secondary education settings, the head of the educational unit is assessed by inspectors, which indirectly impacts assessments of heads of educational units at different educational levels.
According to the 2018 Regulation on the Assignment of Teachers as School Heads (amended currently being Regulation No. 40/2021), the assessment of school head work performance occurs every year. School head performance is measured based on the employee work targets and behaviour, as well as attendance. This includes components such as the results of the implementation of managerial tasks; entrepreneurial development results; the results of the implementation of supervision for teachers and staff; results of the implementation of continuous professional development; and other additional tasks. The evaluation is based on improvement evidence based on eight national education standards. The assessment is implemented by the direct superior.
4.3. Teacher assessment by school leaders
According to the 2003 Act on National Education System and the 2005 National Educational Standards (as amended by Regulation No.32/2013 and Regulation No.13/2015, amended currently being Regulation No. 57/2021 and Regulation No.4/2022), teachers’ performance is evaluated by heads of different educational units, subsequently reviewed and evaluated by the Ministry of Education and Culture. Teachers undergo evaluation based on a range of competencies identified in Regulation No.34 of 2018 (amended currently being Regulation No. 40/2021). These include pedagogic competencies, which involve understanding diverse learning styles and student backgrounds and the creation of tailored curricula. Personal competence is also assessed, focusing on traits such as exhibiting exemplary character, maturity, and the ability to self-assess for professional growth. Additionally, teachers are evaluated on their professional competence, mastery of subject matter, and capacity to foster empathy and collaboration. Social competence is another crucial aspect, encompassing effective communication, active involvement in school and community education initiatives, proficiency in utilizing technology, and a commitment to personal development. In the event of a teacher's failure to meet the assessment criteria, they are mandated to undergo a nine-day training program conducted at universities.
Furthermore, according to the supervision of educational activities standard of the 2023 Management Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level (Regulation No. 47), the head of the educational unit supervises the performance and development of education personnel, facilitating competency enhancement and fulfilling their duties effectively. Furthermore, the head conducts monitoring to address the needs, distribution, competency development, and performance of education personnel.
