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 2012 Law on Pre-university Education System in the Republic of Albania 69/12 (amended in 2018), henceforth referred to as the 2012 Law on Pre-university Education System refers to school leaders as the Directors (Drejtorët). According to the law, the director “directs the activity of the educational institution.” The 2021-2026 National Education Strategy uses the same term.
The 2017 Instruction No. 1, "For the functioning of the system of continuous professional development of educational employees" mentions the term "heads of schools (Drejtues të shkollave)". However, no explicit definition is provided.
The 2020 Regulations for the Functioning of Pre-University Educational Institutions and the 2013 Standards for the Director of an Educational Institution uses drejtori i një institucioni arsimor.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2013 Standards for the Director of an Educational Institution, henceforth referred to as the 2013 Standard for Directors, describe what a director should know and be able to do and the ethical values and behavior he should demonstrate during his work.
The 2019 Professional Standards for the Development of Directors of Educational Institutions in Pre-University Education, henceforth referred to as the 2019 Professional Standards for the Training of Directors, describe the competencies that one must have as a school director. Both standards are developed and mandated by the Ministry of Education and Sports.
General duties are also outlined in the 2020 Regulations for the Functioning of Pre-University Educational Institutions and the 2012 Law on Pre-university Education System.
Roles
Setting expectations/objectives: The 2012 Law on Pre-university Education System states that the director directs the activity of the educational institution. They are responsible for implementing the law and by-laws in their schools. Standard one in the 2013 Standard for Directors deals with the fundamental aspects of the direction and management of the institution. Standard two ensures that the director knows and understands aspects of legislation, theories, and new practices regarding the education field. Finally, standard four is dedicated to the director’s planning skills, which includes their ability to accurately, completely, and systemically analyze the quality of the educational service of the school or kindergarten. Through this, they can set the vision of the school as well as the school’s medium- and long-term goals and objectives which are measurable, ambitious, and controllable. The standards states that the “director draws up and manages the implementation of the plans for the development of the institution in cooperation with the staff of the institution, the students and their parents, focusing on the interests of the students.” According to the 2020 Regulations for the Functioning of Pre-University Educational Institutions , the plans contain a situational analysis, the aim, objectives, activities for the realization of the objectives, activities for monitoring the implementation, and a budget. The plan is submitted to the school board and then the Local Education Office (ZVA). The director also manages the design and implementation of regulations of the institution such as the regulation of Ethics and Conduct, complaint procedures, and more. The 2019 Professional Standards for the Development of Directors lists “developing the vision and strategy for the improvement, planning, and evaluation of the achievements of the educational institution” as one of the leadership standards.
Developing teaching and learning: According to the 2012 Law on Pre-university Education System, the director is responsible for improving the quality of the educational service and the implementation and development of the curriculum. The director allows students to use only auxiliary publications and other teaching materials approved by the minister through his instructions. Standard three in the 2013 Standard for Directors states that the director, in collaboration with teachers, students and their parents, manages the design and implementation of a curriculum that ensures the optimal development of the potential of each student. Part of standard four states that the director systemically analyzes the quality of the institution’s services through quantitative and qualitative indicators. A standard in the 2019 Professional Standards for the Development of Directors is “team leadership for successful curriculum, teaching and learning implementation.”
Promoting collaboration: The 2013 Standard for Directors mentions the importance of cooperation with teachers as well as student and parent representatives as a part of standard four, but also independently as standard five. Standard five emphasizes the benefit of cooperation with students, parents, student government, parents' representatives, the board of the institution, the basic unit of local government (municipality or municipality) and others. The director should have up-to-date knowledge on ways of cooperation, keeping active connections through periodic meetings and using methods such as questionnaires or sharing school facilities with the community. The 2019 Professional Standards for the Development of Directors also charges the director with running the institution in partnership with parents and the wider community. Furthermore, the 2020 Regulations for the Functioning of Pre-University Educational Institutions states that directors create opportunities for cooperation with private and public institutions, inside or outside the country. They cooperate with the IMF, the school’s parent council and class's parent councils, with the student governments, with psycho-social services, and with the school board. The director has the duty to organize the distribution of information about the school to citizens on the quality of the institution's services.
Supporting staff development: Each educational institution must have in place a council of teacher, which is comprised of all the teachers at the school and is chaired by the director. The council is a collegial advisory body for directing the activity of the institution. According to the 2012 Law on Pre-university Education System, school directors are responsible for personnel management and the creation of conditions for the professional development of the institution's employees. For example, part of the 2013 Standard for Directors states that the director drafts and implements the annual professional development plan of all school employees while considering the individual professional needs of each employee. The 2019 Professional Standards for the Training of Directors calls for directors pedagogical leaders who model development of themselves and help the development of others. The 2020 Regulations for the Functioning of Pre-University Educational Institutions ask directors to create a climate of cooperation and respect between employees.
Acting in accordance with the ethical principles of the profession: Each school has in place an ethics and conduct committee composed of teachers parents and students. This committee is mandated by the 2012 Law on Pre-university Education System. The commission has the task of examining the complaints of students, parents and employees of the institution against violations of the norms of ethics and propose the relevant measures.
Standard six in the 2013 Standard for Directors specifically states that the director must carry ethical and behavioural beliefs and attitudes. They must also have the ability to create an institution that is permeated by sustainable moral values. Furthermore, the director must report to the Commission of Ethics and Conduct.
Others: Both the 2019 Professional Standards for the Training of Directors and the 2013 Standard for Directors mention the mastery of Information and Communication Technologies (ICT) as an important skill for school directors to have. School directors should also be creative and innovative in ICT use. Promoting children’s rights is also critical.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2012 Law on Pre-university Education System defines the ‘certification of the leaders of pre-university educational institutions’ as the process of equipping them with a certificate for the management and administration of the pre-university educational institution, after the training carried out in the relevant institution, charged for this purpose. The director must also have the title of “qualified teacher.” The qualification criteria, defined for the director of the public educational institution, are the same for the director of the private educational institution. At the preschool education level, candidates for director must also have at least five years of work experience. Though the amount of work experience is not quantified for pre-university level education, the regulation "On professional development and qualification of Directors/Aspirants for Head of Pre-University Education Institutions in Albania," does also mention that to meet the criteria for the training programme, one must have work experience as a teacher. The Instruction of the Minister of Education and Sports No. 22. dated 13.11.2023 on the rules and procedures for the appointment, demotion, suspension and dismissal of the director and vice-director of a public pre-university education institution states that candidates for director must have teacher education, as defined by Law and have acquired at least the "Qualified Teacher" category with rating no lower than "Good" in their last qualification. . They must have also completed the mandatory preparatory training at the School of Directors for the management of the pre-university educational institution and been certified, or must have been accepted by the School of Directors to attend the programme.
To become a qualified teacher, one must possess a university degree in the field of education or equivalent. They must have also successfully completed professional practice and passed the state exam. Candidates who have successfully completed the School of Director’s Mandatory Preparatory Training Program for school leaders are subject to testing at the School of Directors to be equipped with the IAP leadership certificate. Candidates, applying for the position of the director of the public institution of pre-university education, must also not have disciplinary measures in force against them and cannot be members of leading Forums of Political Parties.
Appointment decision
According to the 2012 Law on Pre-university Education System, the director of the public education institution is appointed by the head of the Regional Education Directorate (RED) responsible for the respective pre-university education. The head selects one of two candidates who were previously selected through open competition and evaluated by an evaluation committee. This committee consists of representatives of the local self-government unit, the chairman of the board of the institution, the chairman of the council of parents, and two teachers of the institution chosen by the council of teachers. A representative from the teacher’s union is also involved. One of the two teachers with the longest experience in that educational institution leads the evaluation committee.
According to the Instruction of the Minister of Education and Sports No. 22. dated 13.11.2023 on the rules and procedures for the appointment, demotion, suspension and dismissal of the director and vice-director of a public pre-university education institution, the Regional Education Directorate announces the vacancy. The Local Education Office puts together an evaluation commission who makes a preliminary review of the applications. They then conduct interviews with the candidates, evaluate them and select two of the candidates with the highest rating. The director of the Pre-university Educational Institution is selected by the head of RED after interviews with the two candidates selected by the Evaluation Commission.
Employment equity measures
No information was found.
Working conditions
The salary of school directors and teachers are determined by by-laws. As of 2023, a primary school principal earned 651.5 Euros per month. The validity of the Certificate for School Management is unlimited. School directors are hired on contract, which may be terminated by the Ministry. School directors are considered civil servants. Directors have different hours of working depending on the size of the school. According to the 2023 Instruction Number 14, has 6 teaching working hours per week. With 301-600 students, directors have 4 teaching hours per week; 601-800 students have 2 teaching hours per week, over 800 students, 0-2 hours per week.
2.3. Leadership preparation and training
Pre-service training
The 2012 Law on Pre-university Education System, article 27/1, describes the role of the “School of Directors,” which is a legal entity charged with the professional development of managers and candidates for management of pre-university educational institutions, public or private. Future school managers are put through a mandatory preparatory training process to receive a certificate for the management of pre-university educational institutions. The Council of Ministers makes decisions regarding the organization and operation of the School of Directors, as well as the method of training and certification process of school leaders.
According to the regulation "On professional development and qualification of Directors/Aspirants for Head of Pre-University Education Institutions in Albania," the Mandatory Preparatory Training Programme and certification process lasts approximately nine months. It consists of nine modules, with 270 hours in the auditorium, 198 hours of practice (internship) and 18 hours of individual mentoring. The content of the program is based on the understanding of the needs of the school leader's role and is realized through different study methodologies: classes in the auditorium, internship (professional practice), individual and group projects, simulations, case studies) and managerial instruments.
In addition, according to the draft National Education Strategy (2021-2026), school principals/directors are required to be equipped with a special certificate which is issued after mandatory training at the School of Directors. Another one of the programs of the draft strategy is on training of school principals and teachers on Roma history and culture.
Induction and in-service training
The School of Directors also provides continuous training of school leaders. The 2012 Law on Pre-university Education System states that teachers and directors are trained at least three days a year. The training programmes are accredited by the ministry and are based on requests from the educational institution and offers from training agencies. The 2014-2020 National Strategy for Development of Pre-University Education calls for improvements in professional development for teachers and school leaders.
A new training portal (Training 4 All) has been built by the Ministry. This portal enables transparency of accredited training modules, the training calendar to be developed by the training agencies, monitoring and accountability of training agencies for training development, creating an online database for all trained teachers and school leaders, evaluation of teachers for organized training, and the transparency of the credit fee. A professional network is also available for school heads, teachers, and caretakers to take advantage of. The network aims to develop the skills of employees through information, counselling, training, and exchange of experiences and opinions of its members on topics of their daily work.
Training may be provided by the Centre for School Leadership and in alignment with Decision No. 03, dated 20.02.2020, "For accreditation of training modules/programs."
3. Teachers, parents and students
3.1. School management committees and boards
Article 34 of the 2012 Law on Pre-university Education System details information on the board of educational institutions. According to the law, each educational institution has its own board composed of parents, students, teachers, local government and community representatives. The board contributes to the smooth running of the educational institution and sends its report, at the end of the school year, to the Parent Council, Student Government, Local Education Office and Local Self-government Unit. The main duties of the board are: a) approves the medium-term and annual plan of the institution; b) approves the expenditure plan of the educational institution for the funds provided by the institution; c) approves the curriculum drawn up by the educational institution; and d) participates in the appointment and dismissal procedures of the director of the educational institution and teachers. Further details on the composition of the board, the rights, and other duties are defined by the Minister of Education.
The law also notes the establishment of a Commission of Ethics and Behaviours composed of teachers, parents and pupils. Its task is to review complaints of pupils’ parents and personnel of the institution regarding infringements of ethic and behaviour norms and to propose measures to the director of the institution.
Instruction No. 25, dated 25.07.2018, “on the Establishment and functioning of the Board of the Educational Institution” defines the Board of the Educational Institution as “a collegial body that has in its composition representatives from students, parents, and teachers, as well as representatives of the community, the local educational unit, and the local self-government unit.” Representatives may also include those from the business world or NGOs. In the board, there is one teacher, two parents, two students, another member of the community, and a member of the local government unit. All members are voted on. The board also does have equity measures. Special attention is to be made to ensure gender representation and representation of national minorities, and other special groups. Members are elected once every three years. The board must be headed by a parent who is voted to be chairman. The position of secretary is reserved for a teacher.
The mission of the board is to “ensure that the educational service is carried out according to the national and local educational policies and the interests of the community through the recognition of problems and addressing them with solutions”. The board cooperates with partners inside and outside the educational unit. The board is responsible for approving the medium- and long-term plans of the institution; approving the expenditure plans; participating in the procedures for appointing and dismissing the director and teachers; monitoring and evaluating the institution; and representing the concerns of the students, families, communities, and the educational institution.
3.2. Middle leaders
There are three categories of teacher qualifications, according to the 2012 Law on Pre-university Education System. These are: Qualified teacher, Specialist teacher, and Master teacher. Based on Instruction 2/2023 on the Criteria and Procedures for the Qualification of Teachers, the increase in teacher’s category for the candidates for “Qualified Teacher” and “Specialist Teacher” categories is done through experience, training/professional development portfolios and after successfully passing the final exam of the relevant qualification category. The qualification process for candidates for “Master Teacher” Category includes the teacher’s professional development portfolio and the exam realized through an open lesson hour.
Teachers may also become “network managers.” According to the 2017 Instruction No. 1 on the functioning of the system of continuous professional development of educational employees, network managers must have worked for at least 10 years as a teacher. Preference for the role is given to teachers who have been rated "Excellent" or "Very Good" in the qualification exams as well as those who have received "Excellent" or "Very good" markers in the training modules they have participated in.
3.3. Parents
The 2012 Law on Pre-university Education System defines the term ‘Parent Council’ (këshilli i prindërve) as a body composed of representatives of parents of students. There is also a National Council of Parents (Këshilli Kombëtar i Prindërve) which represents the interests of parents at the national level. The National Council consists of representatives from the regional councils of parents. A representative from the National Council of Parents is nominated to become a member of the National Council of Pre-university Education, ensuring their participation in education governance at the central level.
Article 89 of the 2020 Regulations for the Functioning of Pre-University Educational Institutions details the rights and responsibilities of the parents’ council of educational institutions. The parents’ council is a body composed of representatives of persons exercising parental responsibilities of students at the university. The council has the right to protect and promote the rights of parents; express their views and organize the parents' views; and call a meeting of parents. The parents’ council has the responsibility of undertaking initiatives to help the smooth running of the institution in cooperation with the school director. There are six to nine members and one chairman. Elections are held at the beginning of the school year. Further details are determined in the educational institution’s internal regulations. There is also a parent council at the class level, regional level, and national level.
3.4. Students
According to the 2012 Law on Pre-university Education System, the right of students to organize is guaranteed and they may provide assistance in the smooth running of the institution. Article 36 describes the student government as “an organization that protects and promotes the rights of students and helps in the smooth running of the school.” The president of the students' government in higher secondary education is elected by the students by direct and secret vote. The student government also selects the teacher who assists them.
The 2020 Regulations for the Functioning of Pre-University Educational Institutions describes the Parliament of Students of Albania, a representative body of student governments at the national level. Each secondary school holds elections for student governments at the beginning of the school year. The students governments in each school democratically choose the student candidates for national representation. Ethnic minorities must also be represented.
4. Governance
4.1. Autonomy of school leaders
According to the 2012 Law on Pre-university Education System, directors of public educational institutions are responsible for the financial management of their schools. The director is also responsible for improving the quality of the educational service and the implementation and development of the curriculum. They hire full-time or part-time teachers and assistant teachers. The director accepts and appoints teachers and can also dismiss teachers from the institution. This is done in consultation with the parents' council and the psycho-social service commission. Teachers are hired through an open competition process. The director can also start the procedure for dismissal of a teacher at the request of parents for violations of the law; violation of ethics and behaviour in the institution; and failure of students, determined objectively through tests or examinations. Before their dismissal, teachers have the right to be heard. The dismissal of the teacher is done according to the procedures provided in the Labor Code and the Code of Administrative Procedures. Directors are unable to choose the curriculum, though they may allow for other teaching materials approved by the minister.
4.2. Assessment and accountability of school leaders
School directors may be dismissed by the head of the local educational institution for violation of laws, violation of ethics and behaviour in the institution, as well as for non-performance of the institution. For a private educational institution, the process is carried out according to procedures defined by the institution itself in its regulations. According to the 2019 Professional Standards for the Development of Directors and the 2013 Standard for Directors school directors conduct self-assessments and are responsible for demonstrating personal accountability for their main responsibilities. The 2020 Regulations for the Functioning of Pre-University Educational Institutions states that directors are evaluated by the Local Education Office (ZVA) based on the school principal standards and on the performance of the institution.
4.3. Teacher assessment by school leaders
Part of the third standard in the 2013 Standard for Directors includes having an up-to-date knowledge on the principles and models of the institution's self-evaluation and the evaluation of its employees. The director also monitors the teaching-learning practices of teachers and encourages their continuous improvement. The 2019 Professional Standards for the Development of Directors states that directors evaluate the achievements and performances of their staff members. According to the 2020 Regulations for the Functioning of Pre-University Educational Institutions, the evaluation of the teacher is done by the director based on the professional standards of the teacher. The director evaluates the teachers at the end of the school year. School heads also observe lessons and provide feedback.
This profile has been reviewed by Rozeta Hoxhallari.
