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 2008 Education (Pre-Primary, Primary and Post-Primary) Act defines a ‘head teacher’ as including a ‘headmistress, headmaster, principal or director of a school’. The 2012 Education Service (Teachers’ Professional Code of Conduct) similarly defines a head teacher or principal as the ‘head of a school, college or educational institution’. The head of an institution in the 2020 Performance Management Guidelines for Tertiary Institutions and Schools also refers to the principal or head teacher, while the deputy head of an institution refers to the deputy principal or deputy head teacher of a school or tertiary institution.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The roles of head teachers are described in several government documents developed and published by the Ministry of Education and Sports or the Education Service Commission (an independent government body), including the 2008 Education (Pre-Primary, Primary and Post-Primary) Act, 2020 Performance Management Guidelines for Tertiary Institutions and Schools, 2012 Education Service (Teachers’ Professional Code of Conduct), Education (Board of Governors) Regulations, and 2018 National Teacher Policy. The 2010 Handbook on Teacher/Instructor/Tutor Education and Training Policies, which highlights the Acts, Policy Guidelines and Regulations governing the training and management of teachers also defines several roles for head teachers.
The 2017 Continuous Professional Development Framework and Costed Implementation Plan details standards for various proficiency levels of classroom teachers (including principals), with a dedicated section on ‘Standards for school or institutional leadership’. These standards describe competencies and standards of proficiency expected of institutional leaders and managers at different levels (junior developing leader / proficient leader / exemplary transformational leader).
Roles
Setting expectations/objectives: One of the duties of the head teacher outlined in the 2008 Education (Pre-Primary, Primary and Post-Primary) Act is to draw up plans for the school (Article 15). The 2020 Performance Management Guidelines for Tertiary Institutions and Schools specifically state that head teachers and principals are responsible for developing and implementing a school improvement plan.
Developing teaching and learning: Head teachers and principals are responsible for monitoring the quality of teaching and learning through classroom observation reports, monitoring curriculum implementation, and making recommendations to governing bodies, as described in the 2020 Performance Management Guidelines for Tertiary Institutions and Schools. The 2012 Education Service (Teachers’ Professional Code of Conduct) additionally highlights that the head teacher or principal must be the custodian of good educational standards in their school and aim towards high educational standards (Article 13).
Head teachers are further responsible for the 2017 Continuous Professional Development Framework and Costed Implementation Plan further responsible for establishing and implementing systems of reporting and improving performance in the school; facilitating student learning in a highly responsive and inclusive manner; cultivating the spirit of self-and life-long learning among learners; as well as assessing and reporting on student learning outcomes, as described in the 2017 Continuous Professional Development Framework and Costed Implementation Plan.
Promoting collaboration: According to the 2008 Education (Pre-Primary, Primary and Post-Primary) Act, it is the duty of the head teacher to promote a harmonious existence between the school and the community and other stakeholders (Article 15). The 2012 Education Service (Teachers’ Professional Code of Conduct), which also explicitly applies to head teachers and principals, similarly encourages teachers and head teachers to work in collaboration with parents and colleagues to ensure that all children in the community access, attend and complete school; and participate in networks and partnerships. Similar objectives are set forth in the 2017 Continuous Professional Development Framework and Costed Implementation Plan, which states that head teachers are responsible for facilitating teamwork within the school community (including between teachers) and other stakeholders. There are several standards for school leadership that relate to collaboration, which include consulting extensively with colleagues and stakeholders when making key decisions; creating and sustaining a culture of collective involvement, feedback and clear communication; and consulting stakeholders on school targets. Head teachers must additionally provide feedback to students and parents on learner assessments, as described in the 2020 Performance Management Guidelines for Tertiary Institutions and Schools.
Supporting staff development: According to the 2020 Performance Management Guidelines for Tertiary Institutions and Schools, head teachers are responsible for building the capacity of staff to perform their duties, which includes identifying teacher professional performance gaps, developing and implementing teacher professional development programs, and organising seminars/workshops for teaching staff.
Head teachers or principals are expected to assess the school’s needs for professional development; develop a continuous professional development plan for the school; provide guidance and support to teachers; evaluate teachers; provide feedback; and direct instructional resources where they are most needed, as described in the 2017 Continuous Professional Development Framework and Costed Implementation Plan. Principals are specifically expected to make documented instructional observations with consecutive feedback to each teacher at least two times per term, regularly review teachers schemes of work and lesson plans and provide feedback to teachers, and use information from instructional observation, schemes of work, lesson plans, and teacher and student assessment to plan for continuous professional development activities. The head teacher should organize seminars/workshops at least once a term for teaching staff.
Acting in accordance with the ethical principles of the profession: Head teachers and principals are bound by the 2012 Education Service (Teachers’ Professional Code of Conduct) and are responsible for setting a good example in the strict observance of all provisions of the Code. This includes teaching conscientiously with diligence, honest and regularity; teaching objectively; and conducting appropriate and ethical research to inform and improve the profession.
Others: There are many additional roles of head teachers described in laws and policies. The 2008 Education (Pre-Primary, Primary and Post-Primary) Act outlines the duties (Article 15) and functions (Article 21) of head teachers, which include, among others, implementing the national curriculum; arranging student admissions and expulsions; inspecting and supervising all school activities; ensuring the school is student-friendly to girls and students with disabilities; and ensuring that moral values are taught and upheld in the school. The head teacher is generally considered the academic and administrative head of the school and remains responsible for, all books, deeds, documents and all other property of the school, both movable and immovable. Additional duties for head teachers / principals are also described in the 2012 Education Service (Teachers’ Professional Code of Conduct). These include, among others, enrolling students without discrimination; implementing government policies; keeping all school records in a safe condition; ensuring staff and student punctuality; being present at the school as much as possible; and ensuring that students and staff can communicate regularly with the head teacher or principal (Article 13). The 2018 National Teacher Policy additionally states that head teachers and principals are responsible for maintaining an updated school staffing list; checking gender imbalances in staffing; and teacher deployment. Additional duties are similarly highlighted in the 2020 Performance Management Guidelines for Tertiary Institutions and Schools, such as coordinating performance management initiatives.
The 2017 Continuous Professional Development Framework and Costed Implementation Plan includes additional roles of head teachers related to the effective use and maintenance of financial, physical, technological and human resources.
According to the 2009 Basic Requirements and Minimum Standards Indicators for Education Institutions, each head and deputy head of an institution is required to teach a minimum of six periods per week (except in early childhood development centres).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Head teachers must be degree holders and have formal training in institutional management and leadership before deployment (e.g. Master in Institutional Management or a diploma in the same), as outlined in the 2017 Teacher Incentive Framework. The specific minimum qualifications for head teachers in nurseries and primary schools, as described in the 2016 Harmonized Framework for Initial Teacher Training, are a Bachelor’s Degree (Level 6) and Diploma in Educational Management. Head teachers in secondary schools must have a Master’s Degree (Level 7) and Diploma in Educational Management, in addition to demonstrated outstanding performance as teacher (with teacher requirements similarly identified in the framework), Head of Department and another leadership position.
Senior teachers are usually assigned head teacher positions in schools, with existing teachers following the administration and leadership track (for positions of head teacher, deputy head teacher, and head of department) once attaining the required competence levels. This includes required training in leadership and/or management.
According to the 2008 Education (Pre-Primary, Primary and Post-Primary) Act, head teachers in private schools must have qualifications of not less than a graduate registered teacher in the case of a post primary school and a diploma holder registered teacher in the case of a primary school (Article 33).
Appointment decision
Head teachers are appointed by the Education Service Commission or district service commission, in accordance with the 2008 Education (Pre-Primary, Primary and Post-Primary) Act (Article 24), 2002 Education Service Commission Act, and 2012 Education Service Commission Regulations. When appointing head teachers, the Education Service Commission must give due consideration to qualified public officers. In the case of promotions, the Commission must consider the qualifications, experience and merit of the candidate. When a head teacher post cannot be filled through direct appointment or promotion, the Education Service Commission may advertise the post, as described in the 2012 Education Service Commission Regulations. The form of advertisement and degree of circulation are regulated by the Commission. The Ministry of Education, district education officer or town clerk may recommend eligible candidates to the Commission and is further responsible for notifying the successful candidate and issuing them with a letter of appointment. The Permanent Secretary, chief administrative officer or town clerk further assesses whether they are suitable for the type of school intended to be established.
The government is responsible for appointing heads for government and grant-aided education institutions and deploying such heads to institutions in consultation with foundation bodies (Article 8).
Employment equity measures
The 2016 Gender in Education Sector Policy aims to promote gender equality in the governance and management of schools, including School Management Committees and Parents Teachers Associations.
Working conditions
Head teachers, like teachers, are civil servants, with their terms and conditions of service regulated by the 2002 Education Service Commission Act, 2012 Education Service Commission Regulations, 2006 Employment Act, and Public Service (Teachers) (Education Service Commission) Regulations. They are employed on fixed-term, permanent contracts which are automatically renewable subject to well-specified job performance standards. Tenure for teachers is obtained by the number of years on the job, with salary increases based on the number of years and added qualifications. The 2020 Performance Management Guidelines for Tertiary Institutions and Schools recommended increasing the length of probation for non-qualified teachers to a minimum of 2 years with a rigorous assessment at the end before being made permanent and pensionable. However, there have been proposals to place head teachers and their deputies in government primary and secondary schools on contracts to ‘increase accountability’ and ‘strengthen teaching outcomes’.
Head teachers are paid in accordance with the public service standardized salary structure, with a minimum of 25% salary increase from one major promotion grade to another. The government has additionally deployed the Integrated Personal and Payroll System, whose overall objective is to streamline payment of teachers’ salaries and other public servants (including head teachers) in a timely manner. According to the 2017/18-2019/20 Education and Sports Sector Strategic Plan, teachers and head teachers are paid according to qualifications. There is no official performance-related bonus pay scheme, with the 2017 Teacher Incentive Framework aiming to establish a remuneration and benefits commission. Head teachers typically earn around 45,119,800 UGX (11,571.18 USD) per year, which this can range from the lowest average salary of about 20,760,500 UGX to the highest average salary of 71,761,200 UGX.
According to the 2018 National Teacher Policy, head teachers can be part of the Head Teachers Associations of Uganda, whose main roles and responsibilities are to provide a forum for profession-led policy development/input, advocacy, sensitization, and negotiation concerning head teachers, representing their concerns.
2.3. Leadership preparation and training
Pre-service training
Before appointment, head teachers must take certain administrative/ management courses and be appraised on these. According to the 2017 Teacher Incentive Framework, head teachers should additionally be trained by the school management committee and teacher union to work with all critical systems of government either before taking up a new position or during probation.
Induction and in-service training
The 2016 Harmonized Framework for Initial Teacher Training describes the initial training requirements for head teachers at early childhood, primary and secondary levels, including their initial formation program duration, minimum academic requirement to access initial formation, training modules (same as for teachers, in addition to a degree in management), years of experience, and probationary period.
Head teachers and principals are additionally required to participate in continuous professional development programs on leadership and management to achieve school improvement goals, as described in the 2017 Continuous Professional Development Framework and Costed Implementation Plan. These skills can be developed through supported work experience or specific training courses. The 2017 Teacher Incentive Framework and 2010 Handbook on Teacher/Instructor/Tutor Education and Training Policies similarly aim to provide head teachers with high-quality training in school management and leadership to improve their management and leadership capacities.
3. Teachers, parents and students
3.1. School management committees and boards
The 2008 Education (Pre-Primary, Primary and Post-Primary) Act provides for the mandatory establishment of a school management committee or board of governors in each primary and secondary school, respectively (Article 28).
The 2008 Education (Management Committee) Regulations govern the establishment, composition, and functioning of school management committees in government or privately owned primary schools. According to these regulations, a school management committee must consist of six members, including the chairperson, nominated by the foundation body; one local government representative nominated by the district councils; one representative of the local council executive committee; one person elected by the sub-county or municipal/city division; one representative of parents of the school elected at the annual general meeting; one representative of the staff (both non-teaching and teaching) elected by the staff at a staff meeting; and one representative of old boys’ or girls’ (former students) elected at a meeting of the association of former students. The head teacher is the secretary of the committee. The 2008 Education (Management Committee) Regulations require at least two out of six members nominated by the foundation body for the school management committee to be women.
The Education (Board of Governors) Regulations is a statutory instrument intended to guide the governance of secondary schools, technical schools and institutes, farm schools, and primary teachers colleges, and includes the functions of the Board of Governors.
The functions of the committee are to manage the school in accordance with the Act and Regulations, as outlined in Article 13 of the 2008 Education (Management Committee) Regulations. The committee is specifically responsible for the day-to-day administration and efficient conduct of the school. The committee must additionally appoint a finance and development sub-committee and general-purpose sub-committee for the proper carrying out of its functions.
The functions of the school management committee and board of governors are additionally outlined in the 2020 Performance Management Guidelines for Tertiary Institutions and Schools.
3.2. Middle leaders
The 2020 Guidelines for the Implementation of the Roles and Responsibilities of the Senior Women and Senior Men Teachers in Uganda describe the appointment, qualifications, roles and responsibilities of the senior woman and senior male teacher in schools. The 2009 Basic Requirements and Minimum Standards Indicators for Education Institutions additionally refers to a ‘head of subject’, while the 2017 Teacher Incentive Framework refers to senior teachers who are assigned leadership positions in schools either as heads of departments or subject leaders.
The roles of teachers with additional leadership responsibilities are also referenced in the 2016 Harmonized Framework for Initial Teacher Training in Uganda, as Department Head/ Director of Studies/ Assistant Head teacher, Master Teacher or Principal Master Teacher, Proficient/Professional/Senior Teacher.
3.3. Parents
The 2009 Basic Requirements and Minimum Standards Indicators for Education Institutions provide for the involvement of parents and community members in school activities. Schools are required to organize at least one annual meeting for the parents and teachers to discuss school administration, teaching and learning, discipline issues, and the use of school funds.
Parent-Teacher Associations (PTAs) represent the needs and concerns of the students and parents/local communities, additionally acting as a link to school communities, as stated in the 2018 National Teacher Policy.
According to the 2008 Education (Pre-Primary, Primary and Post-Primary) Act, parents are explicitly responsible for participating in community support to the school; and participating in the development and review of the curriculum.
3.4. Students
The 2008 Education (Pre-Primary, Primary and Post-Primary) Act mandates the establishment of student councils in all post primary institutions in Uganda, which should be organised and managed in accordance with the Constitution of the Uganda National Students’ Association (Article 30).
The 2009 Basic Requirements and Minimum Standards Indicators for Education Institutions additionally includes provisions for the establishment of Learners’ Committees, consisting of at least nice prefects democratically elected by learners: a headboy/headgirl; a deputy headboy/headgirl; and prefects in charge of academic affairs; discipline; co-curricular activities; health, sanitation and environment; safety and security; religious affairs; entertainment; and time management. The standards also provide for the establishment of a Learners’ Council in all secondary schools with representatives from each class. Of note, in the case of a mixed school, the head prefects and deputy shall be of opposite sex.
4. Governance
4.1. Autonomy of school leaders
Head teachers provide academic leadership in the school by assuming a key role in school development processes including curriculum policy planning and formulation, as described in the 2017 Continuous Professional Development Framework and Costed Implementation Plan. According to the 2008 Education (Pre-Primary, Primary and Post-Primary) Act, the head teacher is explicitly responsible for arranging the academic curriculum and syllabus of the school subject to the direction of the Permanent Secretary (Article 21).
The Act additionally states that head teachers must administer school funds in accordance with existing regulations and instructions from the chief administrative officer (Article 15) and the 2020 Performance Management Guidelines for Tertiary Institutions and Schools. The head of the institution must deliver an annual and termly trial balance and finance report to the School Management Committee/Board of Governors in line with the 2009 Basic Requirements and Minimum Standards Indicators for Education Institutions.
Head teachers are not directly responsible for teacher appointment and dismissal, which is primarily the responsibility of the Education Service Commission based on the 2002 Education Service Commission Act and 2012 Education Service Commission Regulations. However, head teachers may make recommendations for teacher posts before the end of their probationary period.
4.2. Assessment and accountability of school leaders
The 2020 Performance Management Guidelines for Tertiary Institutions and Schools provide detailed guidelines on the appraisal of head teachers and deputy heads with the intention of promoting accountability and linking their performance to learning outcomes. Appraisers of heads and deputy heads vary depending on the education level. In primary schools, head teachers are appraised by the respective sub county chiefs or their equivalent in urban local government. The performance agreements are witnessed by the Chairperson of the School Management Committee. In secondary schools, head teachers are appraised by Chairpersons of Boards of Governors, while their performance agreement is witnessed by the district education officer. As part of their performance monitoring, heads and deputy heads of schools must prepare semester performance agreement targets progress reports and submit them to their respective appraisers in accordance with the guidelines.
According to the 2008 Education (Pre-Primary, Primary and Post-Primary) Act, the head teacher is personally answerable to the Management Committee for the academic, financial, ethical, moral, social, domestic organization and conduct of the school (Article 15). At least once a year, head teachers are required to furnish a report on their conduct of school affairs to the school board, Permanent Secretary, chief administrative officer, or town clerk (Article 21).
Customized Performance Targets were organized to serve as administrative tools to enhance accountability and create measurable performance indicators for head teachers and tutors based on the Guidelines for Customized Performance Targets for Head teachers and Deputy Head teachers of Government Primary Schools. It is envisaged that Customized Performance Targets aid School Performance Reviews and School Improvement Planning.
4.3. Teacher assessment by school leaders
Teachers are evaluated at least three times a term by the head of the institution, as described in the 2009 Basic Requirements and Minimum Standards Indicators for Education Institutions. The head of the institution is also expected to prepare reports on the evaluation of teachers’ work. Staff appraisal and support by head teachers is also supported by the 2018 National Teacher Policy and 2017 Teacher Incentive Framework. The 2017 Continuous Professional Development Framework and Costed Implementation Plan suggests that teacher assessment, appraisal and support supervision should be competence and school-based, with the principal explicitly in charge of evaluating each of the teachers under their supervision. Similarly, according to the 2010 Handbook on Teacher/Instructor/Tutor Education and Training Policies, heads of schools must assess teacher contribution towards achieving institutional customized performance targets, with such appraisal reports informing the annual appraisal reports for each teaching personnel.
