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 2010 Decree-Law: Statute of Teaching Careers No.23 refers Directors of the Board of Directors (Director do Conselho Directivo). It highlights that management and directorship positions are usually occupied by Senior Teachers. The category of “Senior Teacher has corresponding duties besides teaching, which are differentiated by nature, scope and degree of responsibility, namely lighter working hours and the right to apply for positions of directorship and management in the school administration and management systems” (art.30)
The 2011-2030 National Education Strategic Plan adds that the director manages the cluster of schools. He or she will also be responsible for the adequate coordination and functioning of the School Council. Aided by a small administrative staff, the Director will coordinate and ensure the adequate management of Human Resources, Assets, Logistics, Information and Finances of the whole cluster.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
According to the 2008 Decree-Law No. 2, the National Directorate for School Accreditation and Administration designs and disseminates administration and management handbooks for school principals (art.13).
The 2010 Decree-Law: Statute of Teaching Careers No.23 highlights the role of Senior Teachers who are eligible to occupy a director’s position. Also, it dedicates a whole chapter to the Framework of Mandatory Competencies for Teachers which includes Senior Teachers occupying management positions.
Roles
Setting expectations/objectives: The 2010 Decree-Law: Statute of Teaching Careers No.23 mentions that the general duties of Senior Teachers, who usually occupy a principal’s position, are pedagogical and curricular coordination in cooperation with the other staff as foreseen in the Law.
Developing teaching and learning: The 2013 SABER Country Report highlights that school principals guide curriculum and teaching-related activities. The 2010 Decree-Law: Statute of Teaching Careers No.23 mentions that Senior Teachers (who usually occupy a principal’s position) coordinate the pedagogical and curricular of the year, cycle or course as organized into Departments, in cooperation with the other staff (art.33).
Promoting collaboration: The 2010 Decree-Law: Statute of Teaching Careers No.23 mentions that senior teachers cooperate with other staff (art.33). The 2008 Education System Framework Law No. 14 states that "the educational administration must ensure the full participation of local educational communities, through appropriate levels of participation, in particular of teachers, pupils, parents and their associations and local administrations, as well as institutions representing social, economic, cultural and scientific activities" (art.46).
Supporting staff development: The 2013 SABER Country Report mentions that school principals support and oversee teachers’ duties and responsibilities.
Acting in accordance with the ethical principles of the profession: The Framework of Mandatory Competencies for Teachers in the 2010 Decree-Law: Statute of Teaching Careers No.23 highlights that all teachers are to adhere to professional ethics, emphasizing adherence to general government principles, specific rights and duties of educators, fostering positive relationships within the educational community, promoting social integration, maintaining fairness and dignity in student evaluation, and encouraging civic responsibility and compliance with educational and national laws (art.17).
Others: Art.38 of the 2010 Decree-Law: Statute of Teaching Careers No.23 reference to “teachers active in director positions” indicates that teaching is potentially part of the responsibilities of school directors. However, Senior Teachers who occupy these positions have lighter teaching loads (art.30). “The functional content of teachers must conform to the principle of decreasing the classroom component in the professional category of Senior Teacher and include the positions of management, training and scientific and pedagogical research” (art.33).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2013 SABER Country Report, school principals are chosen amongst senior teachers based on their teaching experience, qualifications equivalent to ISCED 5A, performance evaluations, and participation in lifelong training.
According to the 2010 Decree-Law: Statute of Teaching Careers No.23, to become a school director, educators must progress through the professional categories of Teacher and Senior Teacher via a competitive process known as concurso de acesso. This process involves rigorous exams covering technical-scientific, pedagogical, and linguistic areas, regardless of current vacancies. Advancement to these categories requires a minimum rating of Good in recent performance reviews, with higher thresholds for Very Good in the most recent reviews, depending on the category. Additionally, candidates must pass the Exam for the Framework of Mandatory Competencies. Those holding a bachelor's degree in their teaching field automatically enter the second level of the Teacher category upon reaching that status. Similarly, those with a Master’s or Doctoral degree in their teaching field, Education Sciences, or School Management and Administration also enter the second level of the Teacher category upon achievement. Progression to higher levels within these categories is automatic upon obtaining further academic qualifications during tenure as a Teacher or Senior Teacher (art.36)
The 2008 Education System Framework Law No. 14 states that secondary school teachers get their professional qualifications through university-level courses that award a licentiate degree (bachelor level). These programmes offer in-depth scientific training in the teacher's subject area and include necessary pedagogical training (at.48).
The 2010 Decree-Law: Statute of Teaching Careers No.23 outlines the recruitment process for teachers which mandates the Concurso (competitive examination) as the mandatory method for filling teaching vacancies through appointment. Under the oversight of the Ministry of Education, this process involves assessing annual recruitment needs and conducting competitive exams tailored to educational positions, adhering to regulatory principles similar to those for government roles but adjusted as per specific statutes. Applicants must meet essential criteria, including required professional qualifications, legal eligibility for public service, and possessing psychological attributes conducive to effective teaching. Additionally, they must successfully pass a comprehensive assessment exam evaluating their knowledge and competencies. Grounds for ineligibility include personality disorders affecting student interactions, and issues with substance abuse or violence. The procedures for each Concurso and the competency exam are detailed in Ministerial Statutes, with regulations formulated in consultation with teaching staff organizations and relevant governmental bodies (art.31).
Appointment decision
The 2008 Decree-Law No. 2 mentions that it is the National Directorate for School Accreditation and Administration that promotes and oversees the recruitment and selection of teaching and non-teaching staff for schools (art.13).
The 2008 Education System Framework Law No. 14 mentions that holders of management positions are chosen through a public process that highlights the merit of the curriculum and of the educational project presented, as well as of the appropriate training to perform the position" (art. 47).
The 2010 Decree-Law: Statute of Teaching Careers No.23 candidates are appointed through a service commission that applies to teachers in directorship positions in public schools, ensuring they meet the career plan requirements while retaining their original career rights and advancement opportunities (art.28).
Employment equity measures
The 2010 Decree-Law: Statute of Teaching Careers No.23 highlights that “everyone has the right to equal opportunity in obtaining an academic qualification in training, admission, access and progression in the career, without discrimination of any kind, namely gender, faith, race or any type of orientation” (art.8).
Working conditions
According to the 2010 Decree-Law: Statute of Teaching Careers No.23, “the Professional Category of Senior Teacher includes five levels of regular 3-year duration but the compliance with the two last levels confers the designation of Professor Titular [Full Teacher]” (art.35). The 2010 salary scale of Senior Teachers vary between $438 and $600 (annex 1).
In the legal framework for teachers, positions can be filled through various types of contracts. These include appointments, which can be provisional, indefinite term, or through service commission, catering to roles like teachers, senior teachers, directors, and heads of departments in educational institutions. Additionally, fixed-term labor contracts are utilized for fulfilling temporary needs such as school operational demands, covering teacher absences, or undertaking specialized projects. These contracts, known as Guest Teacher positions when applicable, must adhere to specific regulatory requirements and budgetary approvals. Each contract type serves distinct purposes, balancing the need for stable staffing with flexibility in addressing short-term educational needs and projects.
Permanent teaching staff, part of a special body within the Public Administration, follow a distinct career path called "Carreira Docente" (Education Career) with hierarchical categories: Assistant (2 years), Teacher, and Senior Teacher. Advancement requires meeting specific criteria, with Senior Teachers handling additional responsibilities (art. 30). Fixed-term contracts address temporary or specialized school needs for a specified period. These contracts require public advertisement, Ministry of Education approval, and adherence to specific criteria, including qualifications and recruitment standards. They are subject to performance review and training regulations (art. 29).
2.3. Leadership preparation and training
Pre-service training
The 2008 Education System Framework Law No. 14 mentions that initial-training of educators and teachers includes higher-level education which provides basic information, scientific and pedagogical methods, and appropriate personal and social training. It states that the government is responsible for approving the training requirements for educators and teachers through a decree-law. This includes defining the requirements for initial training courses, competency and training profiles, and the characteristics of an induction period and its evaluation. However, it does not specifically refer to school principals. It adds that continuous training is an obligation which complements the initial training “all educators, teachers, non-teaching personnel of schools and other educational professionals have the right and the duty to continuous relevant instruction for carrying out their respective functions, along with the permanent and continued obligation to self-information and self-learning” (art.50)
3. Teachers, parents and students
3.1. School management committees and boards
The 2008 Education System Framework Law No. 14 emphasizes the obligation of the educational administration in including and involving teachers, students, parents and their associations, local administrations, and institutions representing social, economic, cultural, and scientific activities (art.46).
The 2011-2030 National Education Strategic Plan highlights the presence of School Cluster Councils in organized schools within a certain geographical area. School Cluster Councils includes representatives, directors, principals, or head teachers, parents, local authorities, and NGOs. It is the main decision-making body, ensuring educational goals are met within each cluster. It develops and implements a strategic plan and addresses issues related to the functioning of the schools.
Each geographical cluster has an academic board with representatives from the teaching staff of all schools. Chaired by the Deputy Director, this board monitors and resolves educational and human resource issues. It helps implement and develop school-based curriculum programs, provides pedagogical support, training, mentoring, and advice, and supports school-based assessment and teacher performance.
3.2. Middle leaders
The 2010 Decree-Law: Statute of Teaching Careers No.23 outlines the responsibilities of teachers which encompass a wide array of roles and duties beyond teaching. They are responsible for delivering subject matter instruction in accordance with educational requirements and student needs, planning and organizing teaching activities, developing and accessing educational materials, and participating in examination and evaluation processes. Additionally, they play a crucial role in promoting and organizing both curricular and extracurricular activities as part of the school's educational project. Teachers also provide educational support, monitor student progress, collaborate with parents, and offer guidance in educational, social, and professional spheres. They contribute to research, innovation, and pedagogical experimentation, organize continuing education activities, and engage in administrative and pedagogical coordination tasks as needed (art.33).
3.3. Parents
The 2008 Education System Framework Law No. 14 refers to “parents associations” in several instances. The 2011-2030 National Education Strategic Plan mentions that the School Council's role involves encouraging the creation of Parent/Community associations, providing a forum for parents to voice their opinions and support school-related matters.
3.4. Students
The 2008 Education System Framework Law No. 14 refers to “associations of students and juvenile organisms” (art.33). However, it does not specify their role.
4. Governance
4.1. Autonomy of school leaders
According to the 2010 Decree-Law: Statute of Teaching Careers No.23, the role of the senior teacher includes providing follow-up and support during the probation period as an advisor (orientador) to new teachers. Additionally, they are responsible for drafting and grading national exams used to assess knowledge and competencies for entry into the teaching career when required. Furthermore, senior teachers participate in the examination jury for public admission exams, specifically for the concurso aimed at accessing the senior teacher category.
4.2. Assessment and accountability of school leaders
The 2008 Decree-Law No. 2 established the General Inspectorate of Education which operates autonomously to oversee the education system. Its main functions include evaluating and monitoring administrative and financial aspects of educational institutions, providing technical assessments of educational services, proposing system improvements, conducting disciplinary inquiries, and supporting regional inspections. The General Inspectorate of Education also handles citizen complaints, ensures compliance with legal standards, offers educational advice to the Minister, collaborates in staff training, and undertakes other designated tasks. It is structured with central coordination areas and regional inspectorate centers, led by a General Inspector of Education appointed under civil service rules (art.9).
Article 23 outlines the roles of Regional Inspectors and School Inspectors. Regional Inspectors lead regional inspection services, overseeing the education system's technical, educational, administrative, and financial aspects, while school inspectors are ‘’to assess and supervise the administrative, financial and asset management of schools and services that are part of the education system’’ and “to ensure compliance with accepted disciplinary and behavioural standards by school staff, teachers and headmasters/headmistresses’’.
The National Directorate for School Accreditation and Administration aims to ‘’evaluate the management and administration of education institutions’’ (art.13).
The 2010 Decree-Law: Statute of Teaching Careers No.23 highlights that teachers active in director positions in public schools are subject to the performance review system foreseen for all employees and agents of the Public Administration (art.38).
4.3. Teacher assessment by school leaders
The 2010 Decree-Law: Statute of Teaching Careers No.23 (art. 47) states that performance review procedures are the responsibility of the person in the direction position of pedagogic, curricular and programmatic matters within each group of establishments or individual establishments of the educational/teaching system.
According to the 2008 Decree-Law No. 2, the National Directorate for School Accreditation and Administration coordinates ‘’the appraisal process of teaching staff’s performance’’ (art.13). The 2013 SABER Country Report mentions that school principals are expected to participate in teacher’s performance evaluations and teacher assessments, teachers are also expected to undergo self-assessment.
The 2013 SABER Country Report highlights that “both primary and secondary school teachers are required to pass an assessment conducted by a supervisor based on the practical professional experience during a probation period of two school years”.
This profile was reviewed by Dr. Susanne Owen, previously Team Leader Timor Leste Education 2015-2017
