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 term “principal” has the same meaning as “head teacher” in the 2003 Education Act (revised in 2011). Neither are defined in the act. A School Management Team consists of the principal/guru besar, the deputy principal/penolong guru besar, senior masters, and heads of department for various subjects. The term “teacher” includes head teachers/principal
A "head teacher" in a government school refers to an education officer appointed by the Minister, while in a private school, it pertains to an individual appointed by the board of governors under section 69(2) of the 2003 Education Act (revised in 2011).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
In 2015, the Brunei School Leadership Standards were developed to set national expectations of recruitment and leadership development for current and aspiring school leaders. Subsequently, in 2019, a leadership competency framework was introduced, acknowledging the necessity of clearly defining the leadership attributes essential for school leaders to establish and maintain an effective leadership and learning environment within schools. The Brunei Darussalam School Leadership Standards and Competency Framework is a set of guidelines and criteria that define the knowledge, skills, and behaviours expected of school leaders in Brunei Darussalam developed by the Brunei Darussalam Teacher Academy (BDTA).
The Guidebook for Brunei Darussalam School Leadership Standard and Competency Framework was officially launched by the Minister of Education in 2021 at the School Leaders Convention 2021. It builds upon previous efforts to provide standards and frameworks that guide school leaders in Brunei Darussalam.
Developed by the Ministry of Education and implemented in 2016, the Brunei Teachers’ Standards (BTS) is a set of teaching competencies designed to raise the quality of teaching in order to improve attainment of all students and the overall quality of education in Brunei Darussalam.
The BTS have been developed by the Ministry in conjunction with Independent Schools Inspectorate Consultancy (ISIC) United Kingdom, an independent specialist education organisation which works to support schools and colleges, and education leaders.
Roles
Setting expectations/objectives: Standard 2 of the Brunei Darussalam School Leadership Standards and Competency Framework highlights the need for school principals to lead an ambitious and inspirational school. It also highlights the competencies required for this role. They include visionary, strategic planning and management and change management.
Developing teaching and learning: Standard 3 of the Brunei Darussalam School Leadership Standards and Competency Framework highlights the school leader’s role in maintaining student and teacher satisfaction. The key competency required for this role is instructional leadership. Standard 4 recommends creating a learning community for all.
As per the Education (National Curriculum) Regulations, the curricula is decided upon by the Minister. However, it is the duty of the principal to make sure that all required teaching and learning materials are made available to students.
Promoting collaboration: Standard 4 of the Brunei Darussalam School Leadership Standards and Competency Framework highlights the school leader’s role in building and maintaining partnerships. Competencies include stakeholder collaboration, negotiation, and conflict management.
Supporting staff development: Standard 3 of the Brunei Darussalam School Leadership Standards and Competency Framework, includes supporting the growth of teachers as a required standard for school principals. The Brunei Darussalam Teacher Academy’s school leadership programme includes mentoring and coaching for school staff.
Acting in accordance with the ethical principles of the profession: The Brunei Darussalam School Leadership Standards and Competency Framework identifies ethical and cultural competencies.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
As per a notice by the Schools Department, Ministry of Education for the recruitment of the post of principals of secondary schools, candidates are required to have a minimum of a bachelor’s degree in education or another suitable field. Moreover, they are required to have served at the Group 3 level in the Ministry of Education for at least 3 years, or as a Senior Education Officer, or in any other suitable position within the salary scale G.15/ B. 3 for not less than 7 years. They are required to have experience in running school administration as well.
Appointment decision
According to the 2003 Education Act (Revised in 2011), in a public school, the principal is appointed by the Minister. While the board of governors is responsible for appointing a head teacher or principal for a private educational institution. This appointed individual is tasked with administering the school and is granted the authority to act concerning the teachers, staff, and pupils of the institution.
As per the Education (Management Of Educational Institutions) Regulations, in case of a vacancy for the post of head teacher or principal in an educational institution, the Board shall first inform the Minister to check if the Minister has a person to nominate for the vacancy. In this case, the Board shall appoint that person. In case, the Minister has no person to nominate for the vacancy, the Board shall publicly advertise the vacancy.
The 2003 Education Act (Revised in 2011) and its subsidiary regulations mention a centralized mechanisms for validation of appointments.
Employment equity measures
There is no information available on this.
Working conditions
As per a notice by the Schools Department, Ministry of Education for the recruitment of the post of principals of secondary schools, principals' salary is expected to be around B$5400 per month. There are no age restrictions for local staff but foreign teaching staff must comply with the age limit of 60 years for the post of the principal.
To enhance teachers' well-being, the School Leaders and Teachers Welfare Unit was established within the Director General’s office on March 1, 2021. This unit operates at the forefront of the Ministry of Education, focusing on assisting school leaders and teachers facing mental health challenges. Its objectives include bolstering resilience, performance, and productivity among school leaders and teachers while providing essential support and promotion.
2.3. Leadership preparation and training
Pre-service training
The Brunei Darussalam Leadership and Teacher Academy (BDLTA) provides school leadership training programmes, based on competency in line with the Brunei Darussalam School Leadership Standard and the Competency Framework for School Leaders. The academy aims to support both aspiring and current school leaders through professional development opportunities that are tailored to the learning needs of diverse school leaders in diverse educational settings.
Induction and in-service training
Continuous professional development for all educators is a priority for the Ministry of Education (MoE). The Brunei Darussalam Teachers Academy (BDTA) within the Department of Education (DEM) has been strengthened and strategically organized to fulfil this objective. Teachers undergo relevant professional training and refresher courses to maintain their skills, with a wide array of courses available for their selection. This development initiative aims to enhance teachers' various professional roles, as outlined in Figure 1's infographic. Additionally, virtual platforms like the Teacher Lounge and School Leader’s Lounge were launched in 2020 to facilitate collaboration, resource sharing, and updates among teachers and school leaders regarding the ministry’s initiatives, guidelines, and announcements.
According to the National Education System for the 21st Century (SPN21), one of the key pillars of the education system is the implementation of systematic and well-guided professional initiatives for enhancing the skills and expertise of school leaders. These programs include enriching knowledge-based expertise in principalship, relevant leadership education in accredited institutions, and certification-focused leadership programs. The goal is to bolster the capacity development of all school leaders effectively.
3. Teachers, parents and students
3.1. School management committees and boards
As per the 2004 Education (Management Of Educational Institutions) Regulations, the school board shall be responsible for the proper management of the institution in accordance with the Education Act.
A School Management Team consists of the principal/guru besar, the deputy principal/penolong guru besar, senior masters, and heads of department for various subjects.
3.2. Middle leaders
The education system in Brunei includes different types of middle leaders at the school level which include head of departments, head of sections, senior masters/mistress and assistant senior masters/mistresses. The Brunei Darussalam Leadership and Teacher Academy (BDLTA) provides specialized training to these middle-tier leaders.
3.3. Parents
As per the Education (Parent-Teacher Association (PTA) Regulations every school shall set-up a parent-teacher association ) consisting of — (a) all the school’s teachers; (b) all the parents of the pupils attending the school; and (c) the head teacher or the principal of the school as an ex officio member and the PTA’s adviser. The principal of the school establishes the PTA.
The Parent-Teacher Association (PTA) serves several essential purposes within a school community. Its objectives include providing a platform for enhancing the welfare and progress of students, supporting the school in fulfilling material needs and activities, facilitating dialogue between parents and teachers on education matters, and encouraging collaboration to improve overall educational standards. The PTA can also organize educational activities with the school principal's approval, utilizing expertise from members or non-members to enhance students' academic achievements. However, the PTA's authority does not extend to school administration, employment matters, or dispute resolution involving school staff and officials.
3.4. Students
National laws, policies, strategies or frameworks do not set out rules for the composition of student councils.
4. Governance
4.1. Autonomy of school leaders
As per Education (Registration of Teachers) Regulations, the head teacher or principal of a school is given control of the organisation of the school which entails maintaining the discipline of its pupils as well as overall authority over other teachers, pupils and employees of that school. Headteachers or principals form part of the selection committee for the purpose of advising the Board upon the appointment of a teacher. The committee will also include governors nominated by the board. They also have the power to suspend or dismiss teachers in case of misconduct after consultation with the Chairman of the Board or the Registrar General respectively. It also states that a school’s accounts shall be under the control of the head teacher or principal – this includes conducting audits.
4.2. Assessment and accountability of school leaders
School inspectors, part of the Department of Schools Inspectorate, have the responsibility to assess and evaluate schools. Inspectors may request school principals for information relating to the teaching, management or the organization of the educational institution for conducting their inspection. However, the evaluation of school principals’ work is not specifically mentioned.
It is important to note that the Brunei Darussalam School Leadership Standards and Competency Framework serves as a tool for assessing the competencies of school principals. However, the framework should primarily be used for developmental purposes rather than to evaluate school leaders.
4.3. Teacher assessment by school leaders
Teachers may be evaluated by their respective School Management Teams using the Brunei Teacher Standards framework before being officially assessed by the School inspectors from the Department of Schools Inspectorate.
This profile was reviewed by the national expert, Dr. Masitah Shahrill, Associate Professor in Education, Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti Brunei Darussalam.
