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 2014 National Education Law mentions the term “educational administrator” and defines the term as “a person who carries out administrative matters for an education department or a school”.
The 2019 Basic Education Law uses the term “education managers”; however, it does not explicitly define the term.
The 2016-2021 National Education Strategic Plan uses the terms “headteacher” and “education managers”; however, it does not explicitly define these terms.
The term in Burmese as used by the Ministry of Education is ကျောင်းအုပ်.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
There is no standardized framework for leadership competencies for school leaders (headteachers and education administrators). However, the 2016-2021 National Education Strategic Plan endeavours to establish a national School Quality Standards Assurance Framework (SQSAF) as part of its strategy to enhance school quality via a nationwide school-based quality assurance mechanism. This framework seeks to ensure that headteachers and school management committee members thoroughly comprehend the minimum standards required for basic education schools.
Roles
Setting expectations/objectives: While the 2016-2021 National Education Strategic Plan does not mention the specific responsibilities of school leaders (headteachers and education administrators), it underscores their significant influence in shaping objectives, conducting assessments, and ensuring accountability within educational institutions.
Developing teaching and learning: According to the 2014 National Education Law, educational administrators are tasked with efficiently managing educational programs. To achieve this, they are required to establish and utilize a comprehensive system of educational administration and information. This system is designed to systematically collect and operate statistics and data, thereby facilitating streamlined administrative processes and informed decision-making.
While the 2016-2021 National Education Strategic Plan does not mention the specific responsibilities of school leaders (headteachers and education administrators) that are related to the development of teaching, it's one of the important goals is that teachers and education managers implement a quality assessment system to improve student learning achievement
Promoting collaboration: The Ministry of Education instructs all educators, including school heads, to collaborate with parents and the public on education matters such as the quality of learning and other matters related to students such as traffic safety, healthy lifestyles, reproductive health, drug and alcohol prevention, and addiction to computer and phone games. While the 2016-2021 National Education Strategic Plan does not mention the specific responsibilities of school leaders (headteachers and education administrators) that are related with building relationships and consulting with families and the community, it underscores their significant influence in collaborating with external partners. Furthermore, one of the strategies of the Plan is to strengthen coordination in implementing a quality assessment system.
Similarly, the 2020-2021 National COVID-19 Response and Recovery Plan, through its priority program on community engagement and communication at all levels during the school closure, aimed to establish a national mobile telephone-based Parent Teacher Association (PTA) Communication Network App linking parents of students enrolled in basic education schools with all headteachers and the Ministry of Education officials working at national, State/Region, district and township levels.
Supporting staff development: The 2014 National Education Law does not provide any information regarding the key practices of school leaders (headteachers and education administrators) that relate to monitoring teachers' professional development needs, and providing individualized professional support and mentoring opportunities for teachers.
The 2016-2021 National Education Strategic Plan stresses that it is the responsibility of education managers at all levels of education to demand accountability for improved teaching and learning in schools and educational institutions.
Acting in accordance with the ethical principles of the profession: No information is found regarding the key practices of school leaders (headteachers and education administrators) that relate to integrity, respect, trust, fairness, transparency and honesty. However, the Ministry of Education has published rules all employees, including school headteachers, must follow which include ethical standards such as not accepting bribes, attend school regularly, avoiding stimulants, and cooperation with parents.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
No information is found regarding the qualification of school heads. However, the Ministry of Education has recently expanded education degree courses to more colleges of education.
Appointment decision
Per the provisions of the 2019 Basic Education Law, the Department of Basic Education within the Ministry of Education assumes the responsibility of overseeing education managers' appointments, transfers, and promotions. It directs these managers to uphold responsibility and accountability for their roles to enhance their performance. Furthermore, decentralization entails assigning powers and duties to personnel based on their respective positions.
Employment equity measures
No information is found.
Working conditions
According to the 2020 Official Document of the Ministry of Education, the salary of school principals is 374000-394000 MMK.
Teachers may be given financial rewards according to their academic qualifications. Monthly awards are given at the rate of twenty-five thousand kyats for master's degrees and ten thousand kyats for postgraduate diplomas. School principals receive an extra 10% of their initial salary each month as administrative expenses.
2.3. Leadership preparation and training
Pre-service training
National laws, policies and plans do not explicitly govern the initial training of school leaders (headteachers and education administrators).
Induction and in-service training
National laws, policies and plans do not explicitly govern the induction training of school leaders (headteachers and education administrators).
According to the 2016-2021 National Education Strategic Plan, the Ministry of Education implements instructional leadership training for headteachers and education managers. However, the 2016-2021 National Education Strategic Plan does not mention the type and modalities of training and the obligatory status of training.
Furthermore, as part of its strategy to strengthen the capacity of education managers to undertake education reforms successfully, the 2016-2021 National Education Strategic Plan aims to develop and implement an Annual Capacity Development Plan (CDP) on Leadership for education managers at head office, state and regional, district and township levels. This involves formal face-to-face training, action research, pilot programmes, study tours, exchange visits, information dissemination, conferences, innovative management tools and technical assistance.
The 2020-2021 National COVID-19 Response and Recovery Plan emphasized the training of leaders of parent-teacher associations (PTAs) through its priority program on community engagement and communication at all levels during the school closure.
The 2022-2025 Education Cluster Strategy prioritizes the provision of guidance and training on gender sensitivity to parents/caregivers and community leaders. Additionally, the strategy significantly emphasizes social mobilization efforts to enhance awareness among leaders, including community leaders and local authorities. Their role and responsibilities in safeguarding and supporting all children and ensuring secure access to education are highlighted in alignment with the principles outlined in the Safe Schools Declaration.
3. Teachers, parents and students
3.1. School management committees and boards
Contrary to addressing school management committees and boards, the 2014 National Education Law emphasizes establishing an independent higher education coordinating committee under the National Education Commission. This committee comprises suitable individuals tasked with coordinating matters about higher education.
As mandated by the 2019 Basic Education Law, each basic school is required to establish a School Management Committee. This committee comprises teachers, parents or guardians, parent-teacher associations (PTAs), school welfare organizations, and representatives from civil society organizations. Its primary function is to offer recommendations, support, and oversight to enhance the quality of education within schools.
3.2. Middle leaders
According to the 2014 National Education Law, teachers are members of the parent-teacher association (PTA), as also mentioned in the next Subsection.
As mentioned in Subsection 3.1, teachers are members of the school management committee in basic schools. The 2019 Basic Education Law provides rights to teachers to participate in associations and organizations formed following existing laws. Furthermore, according to the Law, up to five representatives of basic education teachers are appointed as members of the Ministry of Education's Basic Education Council.
3.3. Parents
According to the 2014 National Education Law, the parent-teacher association (PTA) is recognized as an entity comprising parents or guardians along with teachers within basic education schools. Its primary objective is to enhance the educational experience and foster the holistic development of students, encompassing physical, verbal, and mental facets. The 2014 National Education Law affirms the right of parents or guardians to collaborate with educators, parent-teacher associations, and school welfare organizations to enhance their children's education and facilitate ongoing learning opportunities. Furthermore, according to the 2014 National Education Law, a School Welfare Organization is formed with the educationally and socially respected people to assist the Parent-Teacher Association in carrying out educational development activities in basic education schools.
As mentioned in Subsection 3.1, parents are members of the school management committee in basic schools.
The 2016-2021 National Education Strategic Plan emphasizes the importance of empowering parent-teacher associations (PTAs) and delegating greater decision-making responsibilities to make changes in their school to support the successful implementation of the basic education reforms.
The 2022-2025 Education Cluster Strategy aims to support the creation of education committees and parent-teacher associations (PTAs).
The Ministry of Education has published an appeal to parents and guardians asking them to participate in PTAs and suggest school development activities.
3.4. Students
Legislative and policy frameworks do not set out the composition, roles and responsibilities for the composition of student councils. However, under the 2019 Basic Education Law, students are granted the right to participate in both the school council and educational development associations within basic education institutions. Furthermore, many international schools in Myanmar have student councils at different educational levels.
4. Governance
4.1. Autonomy of school leaders
There is a notable absence of a centralized policy and legislative framework to grant autonomy and authority to school leaders, including headteachers and education administrators. This absence pertains to crucial aspects such as selecting pedagogical approaches, recruiting teachers, and formulating and allocating school budgets.
4.2. Assessment and accountability of school leaders
The 2014 National Education Law mandates the implementation of quality assurance schemes across all levels of education. The Law does not explicitly mention assessments and evaluations of head teachers and education administrators. Their overall performance may come under assessment as part of the broader mandate of the National Accreditation and Quality Assurance Committee (NAQAC), which is established under the purview of the National Education Commission.
As outlined in the 2019 Basic Education Law, accountability is mandated for all basic education managers, encompassing tasks such as plan drafting, emphasizing transparency and focusing on serving the people's interests.
4.3. Teacher assessment by school leaders
While the 2016-2021 National Education Strategic Plan does not mention the specific responsibilities of school leaders (headteachers and education administrators) in assessing teachers' performance, it underscores their significant influence in improving teacher quality.
As mandated by the 2019 Basic Education Law, education managers assess teachers' performance as an internal quality assurance activity in basic education schools. Furthermore, according to the Law, teachers also participate in assessing teachers' performance carried out by education managers.
