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 1962 Education Act and the 1980 Education Regulations refer to school leaders as “Principals”.
The 2022 Jamaica Teaching Council Act defines “principal” as “the teacher appointed as the instructional leader of an educational institution who is also responsible for the management of the educational institution.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2012 SABER Country Report mentions that the National College for Education Leadership (NCEL) of the Ministry of Education, which functions under the Teacher's Council, was established with the aims of setting standards for school principals, including instructional leadership, and establishing minimum standards for principals. The NCEL developed the 2018 Aspiring Principals' Programme (APP) which became part of the National Qualifications Framework. The NCEL also introduced the 2015 Effective Principals’ Training Programme (EPTP) which is aligned with the Commonwealth Framework for Professional Standards (CFFPS) and consists of six capabilities for school leaders. The National College for Education Leadership (NCEL) has identified five key competencies for the 2015 Effective Principals’ Training Programme (EPTP): Leading Personal Growth and Development, Leading Student Learning, Leading Organizational Management, Leading Capacity Building and Sustainability, and Leading for Legal and Fiduciary Responsibility. Each competency encompasses various descriptors and modules aimed at developing proficiency in areas such as ethical behavior, self-management, reflective skills, and capacity building, aligned with the Ministry of Education's policy directions and designed to enhance leadership capabilities for improved educational outcomes.
The 2022 Jamaica Teaching Council Act charges the council with the responsibility of developing and maintaining a professional learning framework for teachers and school leadership. The fifteen leadership standards developed by the Jamaica Teaching Council are aligned with the Ministry of Education's policy directions and aim to develop proficiency in school leadership through theoretical fundamentals and practical application. They include: Leading Professional Learning Communities, Leading for Capacity Building and Sustainability, Leading for Accountability, as well as Assessment, Behaviour Management, Community Involvement and Support, Curriculum, Ethical Behaviour, Evaluation, Financial Management, Governance, Planning and Organization, Plant Management, Professional Learning, Safety and Security, School Culture, Teaching and Learning, and Technology.
In addition to that, the Caribbean Community and Common Market (CARICOM), of which Jamaica is a member, co-published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 to support principals from the OES and CARICOM and address the unique needs of individual schools.
The 2020 CARICOM Standards for the Teaching Profession Teachers, Educational Leaders and Teacher Educators, of which Jamaica follows, also outlines the multifaceted responsibilities of school leaders, emphasizing their role in national development. Leaders are expected to shape teaching and learning, develop staff and students, and implement strategies to achieve educational goals while considering the impact on individuals and society. The standards cover seven key areas including leading student and professional learning, personal and organizational change, sustainability, accountability, and equity, reflecting the complexity of school leadership and the region’s vision for development.
Roles
Setting expectations/objectives: The National College for Education Leadership (NCEL) endeavours to equip principals with essential skills through its Effective Principals’ Training Programme (EPTP), focusing on cultivating the ability to envision and communicate a measurable vision that inspires stakeholders and drives organizational success.
The 2004 Report by the Task Force on Educational Reform recommends that principals be held accountable by the School Board to the objectives and performance targets of the School Development Plan.
Developing teaching and learning: The 2004 Report by the Task Force on Educational Reform recommends that principals be trained in curriculum implementation, including timetabling skills and distance learning tools.
Promoting collaboration: The 2015 Effective Principals’ Training Programme (EPTP) highlights that school principals ensure collaboration involving parents and community stakeholders as active participants “Ability to interact with and influence people to achieve a particular objective”. They are to develop a “system for preventing and managing school violence and reduce safety risks and liability to improve relationships in schools and the wider community.” Furthermore, the Jamaica Teaching Council asks principals to ensure community involvement and support with the school.
Supporting staff development: The Education Sector Plan 2008-2030 recommends that principals receive training to provide educational leadership.
The 2015 Effective Principals’ Training Programme (EPTP) principals are to develop an “Ability to engage employees in risk-taking, allow employees to act upon their initiatives, and allow measured autonomy over resources and decision-making.” The leadership standards developed by the Jamaica Teaching Council include “leading professional learning communities.”
Acting in accordance with the ethical principles of the profession: The 2015 Effective Principals’ Training Programme (EPTP) highlights that principals act with integrity, fairness, and honesty in all aspects of their responsibilities.
The Jamaican Teachers’ Association Code of Ethics, which covers principals as stated in its preamble, is a tool designed to assist teachers in promoting high professional, ethical and moral standards. Violations of this code may be regarded as a charge of unprofessional conduct and be investigated by the Association through channels outlined in its legal documents. The Ministry of Education also launched the Inclusive School Leadership Training Programme (ISLTP) for principals to learn tools and management principles for running an inclusive educational institution. The Jamaica Teaching Council also includes ethical behaviour within its leadership standards.
Others: No information has been found.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to Schedule B of the 1980 Education Regulations, principals are required to have a strong educational background, which typically includes a degree in education, registration as teachers, and three years of prior teaching experience. Although policymakers are pushing the expectation that principal nominees undergo leadership training through the NCEL or university-based programs granting a master’s degree in educational leadership prior to appointment (Patterson, 2021), there is no such specification in the law, Education Regulation.
Appointment decision
According to Schedule B of the 1980 Education Regulations, the school Board of Management notifies the Minister of a vacancy, which is then advertised. Applicants complete application forms and submit the required documents to the Board. The Board assesses the applicants based on criteria set by the Minister and submits a list of candidates to the Teachers’ Services Commission, along with their qualifications and work experience. The Commission may consult with the Board and subsequently makes a recommendation to the Minister. The Minister, in turn, notifies the Board of the final decision. This rigorous process aims to ensure the selection of the most suitable candidate for the vital role of principal in a public educational institution.
Employment equity measures
No information was found.
Working conditions
The Jamaica Teachers’ Association has sole bargaining rights for teachers employed in public schools as well as most private schools. Principals may join the Jamaica Teachers’ Association, the main teachers’ union of Jamaica. Teachers and other educational workers are considered civil servants.
According to the 2012 SABER Country Report, principals are not financially rewarded based on their performance. The 2021 JETC Patterson Report does state that in many cases, principals are required to teach and/or take on the role of financial manager.
2.3. Leadership preparation and training
Pre-service training
The 2008-2030 Education Sector Plan and the 2004 Report by the Task Force on Educational Reform highlight the need to train principals in management principles to enable them to provide educational leadership and to manage new delegated responsibilities. Specifically, the 2004 Report by the Task Force on Educational Reform recommended that principals receive pre-service training in school leadership and management. As such, the National College for Education Leadership (NCEL) was established as a response to the Education System Transformation Programme (ESTP) to foster leadership excellence across educational institutions.
The National College for Education Leadership (NCEL) offers the 2018 Aspiring Principals' Programme providing the Professional Qualification for Principalship (PQP), which serves as a standard credential for hiring principals in public schools. However, this certification is not mandated. The programme, conducted at the University of the West Indies (UWI) Mona Campus, consists of prescribed modules to be completed within 15 months, along with a practicum lasting two to three months. It is open to teachers with a first degree and at least five years of experience in schools who aspire to become principals. Several other institutions also offer leadership preparation courses (Masters degree in educational leadership/ administration) in Jamaica- e.g., UWI, Mico, International University of the Caribbean, etc. as well as several overseas partners. None are mandated by the Ministry of Education.
Induction and in-service training
The 2004 Report by the Task Force on Educational Reform recommends that principals receive continuous in-service training in school leadership and management from accredited institutions. According to the 2012 Prism of Possibility Report Card on Education in Jamaica, the professional development of principals is supported by the Ministry of Education’s Professional Development Unit (PDU). The PDU partners with accredited teacher training institutions to develop and execute workshops and other in-service training, including training related to information and communication technology (ICT).
The National College for Education Leadership (NCEL) offers a variety of training programmes aimed at developing effective school leaders. These include the Effective Principals’ Training Programme (EPTP), which is based on six capabilities for school leaders: preparing well ahead of assuming leadership positions, understanding the education system and compliance requirements, prioritizing, planning, and executing change initiatives while building a supportive culture, influencing learning outcomes through organizational processes, fostering collaborative professional learning communities, expanding leadership inclusivity to teachers at all levels, and ensuring accountability for performance through effective management and leadership practices. The programme is designed to support the continued development of existing principals and aims to keep serving principals abreast of the latest developments in school leadership. The modules may cover topics such as conflict management, classroom observation, and financial management. The Coaching for System and School Leaders’ Programme (CfSSLP) offers coaching at various levels, from mentoring to master coaching. The Executive Leadership Training Programme (ELTP) emphasizes self-leadership, team leadership, and organizational leadership. Additionally, there are programmes like the School Financial & Administrative Management Training Programme (SFAMTP), the University and Colleges' Leadership Training Programme (UCLTP), and others focusing on specific areas such as math leadership, place-based leadership, and ICT leadership. Each programme provides targeted modules and levels of training to support the development of educational leaders at different stages of their careers. For example, the 2020 Virtual Instructional Leadership Online Course is addressed to principals, vice principals, and middle managers.
The 2012 SABER Country Report highlights that “principal performance could be enhanced by providing principals with specific coursework to promote leadership skills”.
3. Teachers, parents and students
3.1. School management committees and boards
The 1980 Education Regulations state an educational institution shall be administered by a board of no less than 19 members in the case of government-aided secondary schools, 15 members for government-owned secondary schools, and 9 members in the case of government-owned primary and all-age schools.
In all the above cases, the council shall include one member elected by the Parent Teachers Association, but it is not specified that this member should be a parent. One member shall be elected by the student council and one by the alumni association where one exists. One member shall be elected by a recognized local community group. One member shall be elected by the academic staff. No mention is made of the inclusion of gender and/or minority groups.
According to the 2021 JETC Patterson Report, School boards are integral to the governance framework of the education system and their responsibilities are quite comprehensive. They are responsible for the governance of the school and academic administration, must deal with matters concerning the faculty and ancillary staff and institute disciplinary measures when required. Currently, school boards are appointed by the responsible Minister to serve for a three-year period pursuant to Regulation 79. There is no minimum qualification for an individual to be nominated to serve on a board. In addition, this service is voluntary, and members are not remunerated for their service.
3.2. Middle leaders
The 1980 Education Regulations categorize teachers into four main types based on their qualifications and roles. “Pre-trained Teachers," who possess academic degrees or acceptable qualifications but lack professional studies in education. "Trained Teachers" hold certificates, diplomas, or degrees in education and have undergone professional training for teaching. "Specialist Teachers" are individuals with qualifications and experience suitable for instructing specialized subjects like industrial arts, music, and more. Finally, "Teachers with Special Responsibility" are experienced educators who, upon recommendation, are authorized by the Minister to undertake additional duties beyond normal teaching. Additionally, there are different librarian roles, including "Lecturer-Librarians," "Librarians," "Teacher-Librarians," and "Teachers with Special Responsibility for a School Library," each requiring varying levels of qualifications and expertise in library science. These categories help ensure that teachers and librarians are appropriately trained and qualified for their respective roles in the educational system.
According to the 2020 Master Teacher Selection Process, The Ministry of Education and Youth introduced the concept of Master Teacher as a specialized stream for professional development within the school system. The program was initially designed to provide a unique avenue for outstanding educators to further develop professionally while remaining in the classroom, without the need to transition into administrative roles However, in light of recent advancements in the education system, particularly the ongoing transformation efforts, the National Committee for Selection & Appointment of Master Teachers (NCAMT) has recommended a broader perspective for the Master Teacher program. These educators are now seen as an integral part of the learning support system aimed at facilitating the transformation and sustained development of the education system. They are expected to serve as valuable resource persons, not only within their respective schools but also throughout the wider education system.
Master Teacher appointments in Jamaica have a duration of five years, with the possibility of renewal. The performance of Master Teachers is subject to regular reviews conducted by Ministry of Education and Youth (MOEY) officers or special panels commissioned by the NCAMT. A special review may be initiated in cases of significant performance deterioration after two years or when a Master Teacher transitions to a different educational level. All appeals related to their appointments are directed to the Chief Education Officer (CEO) of the MOEY.
Remuneration for Master Teachers in Jamaica is on par with that of Vice Principals in the schools where they are assigned, recognizing the significance of their roles in enhancing the quality of education in the country. The panel of assessors responsible for evaluating and maintaining the standards of Master Teachers is expected to be composed of experienced, open-minded, and competent individuals with a deep understanding of teaching, evaluation, and quality assurance. They play a pivotal role in ensuring that Master Teachers are well-equipped to contribute to the ongoing development and transformation of Jamaica's education system.
The 2004 Report by the Task Force on Educational Reform recommends the expansion of the Master Teachers’ corps.
3.3. Parents
The 2004 Report by the Task Force on Educational Reform notes that most schools have a Parent Teachers’ Association, whose function is communication between parents and teachers, and whose primary role is fundraising to supplement financing of school operations and projects. A National Parent Teachers’ Association exists as well.
3.4. Students
The 1980 Education Regulations state that every public educational institution shall have a student council consisting of elected representatives of students with at least one staff advisor being elected by the students. The 2004 Report by the Task Force on Educational Reform reports that this is not always applied in practice, and recommends several measures to ensure that these are created and function properly.
4. Governance
4.1. Autonomy of school leaders
The 2004 Report by the Task Force on Educational Reform highlights that principals’ functions tend to overlap with those of Territorial Education Officers, employed by the Ministry of Education for tasks such as curriculum development, assessment and evaluation of student performance, and overall supervision of schools. This therefore reduces principals’ overall autonomy by creating a situation of dependency on Territorial Education Officers. The professional leadership standards of Jamaica’s Teaching Council includes budget management and curriculum.
The 2021 JETC Patterson Report notes that many principals have to take on financial management responsibilities. The 2012 Prism of Possibility Report Card on Education in Jamaica further details that the principal is responsible to the Ministry and donors for the proper management of all funds and accounting records. The school board and principal are expected to spend within the parameters of the approved school budget. Schools must obtain express approval from the Ministry to re-allocate funds outside the approved budget.
Principals do not have the autonomy to staff based on needs. According to the 2012 Prism of Possibility Report Card on Education in Jamaica and the 2021 JETC Patterson Report,teachers are appointed by the Board of Management of each school after consultation with the principal and subject to confirmation by the MOEYI.
4.2. Assessment and accountability of school leaders
The 2004 Report by the Task Force on Educational Reform recommends that principals are assessed through a performance-based management system with agreed criteria to ensure "value for money" and greater student achievement. It also recommends that they be assessed based on the existence and functioning of a student council and that students be included in the assessment process of principals. According to the 2012 Prism of Possibility Report Card on Education in Jamaica, there is no current system for monitoring the performance of principals. Principals are hired and fired by the school boards.
4.3. Teacher assessment by school leaders
The 2012 SABER Country Report highlights that teachers undergo both internal and external evaluations. School principals participate in performance evaluation and classroom observations. According to the Jamaica Teaching Council’s professional leadership standards, school principals are responsible for “assessment” and “evaluation.”
This profile was reviewed by Mario M. Jackson, Assistant Professor, Educational Leadership at Florida State University and Alan Floyd, Professor of Education at the University of Reading, UK.
