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
Singapore refers to school leaders as Principals on the Ministry of Education’s website. School leaders may also include vice principals.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The National Institute of Education’s Leaders in Education Programme utilizes the 5R5M framework as it’s foundation. 5R refers to five roles of school leadership – educational, technical, human, symbolic and cultural, which are derived from Sergiovanni (2009)’s Five Forces of Leadership. 5M refers to five minds of school leadership – ethical, respectful, creating, synthesizing and disciplined, which are derived from Gardner (2007)’s Five Minds for the Future. The five minds relate to how leaders think, while the roles relate to how they act. This is therefore a continuous and virtuous cycle of action and reflection, which “helps them to appreciate different pathways, generate multiple solutions and manage dynamic relationships in leading a school in an increasingly complex environment.”
MOE invests in a continuous process of leadership development for education officers who have chosen to be in the leadership track. “MOE adopts the ’s Leadership Competencies for Principals (LCP) framework for ongoing leadership development.” The LCP is an internal document used to guide the design of the various leadership programmes and experiences for school leaders (middle level leaders, vice-principals and principals). It is not available online. The role of Principals can be summed up in 6 dimensions, namely Ethical Leader, Educational Leader, Visionary Leader, Culture Builder, Change Leader and Network Leader. These 6 roles underpin the Leader Growth Model (LGM) for the development of Principals in Singapore. To enable Principals to carry out their roles well, the Ministry of Education uses the A-R-C approach to develop their school leadership competencies – i.e. ‘Developmental Assignments’, ‘Developmental Relationships’ and ‘Courses & Training’. A-R-C lends a holistic coverage for the learning, development and growth of the Principals, and works in synergy as a positive reinforcing loop to support school leadership development. It translates theory to practice, augmented through the support of the fraternity of other school leaders and higher-level leaders such as cluster superintendents, zonal deputy directors, and directors in the Ministry of Education.
There is also the Enhanced Performance Management System (EPMS) which is used to support education officers (teachers) and help them chart their development along the different career tracks. The EPMS consists of a broad set of competencies and outcomes, or Key Result Areas (KRAs), which are mapped to the Leader Growth Model (LGM). Education officers work together with their reporting officers to set targets based on the LGM and review progress and achievements according to the LGM. The KRAs are: 1) Holistic student development (quality learning of students, character development of students, and co-curricular activities); 2) professional development (development of self, and coaching and development of others); and 3) organizational outcomes (contributions to school, committee work and nation, and collaboration with parents).
Roles
Setting expectations/objectives: Principals shape the vision and goals of the school based on the in-school context and initiatives and policies from the Ministry of Education. They are also responsible for communicating these goals and setting expectations. According to the Ministry of Education, vice principals in charge of administration assist the principal in developing the school’s strategic goals and plan and driving continuous improvement. The Enhanced Performance Management System (EPMS) mentions “visioning and planning” as well as “action management and implementation.”
Developing teaching and learning: Singapore principals are expected to align the school’s curriculum implementation and instruction with the MOE’s vision, initiatives, and desired outcomes of education. They desire to develop a consultative, collaborative work environment and to foster an open, supportive atmosphere responsive to the needs of students and staff. They may also design and deliver assembly talks and professional sessions themselves. According to the Enhanced Performance Management System (EPMS), school leaders are responsible for leading in culture building and people development. They ensure that the school is student-centric with values-driven practices. Furthermore, principals, in collaboration with the school management committee comprising the vice-principal(s) and heads of department, are responsible for the assessment and evaluation of the schools and school staff.
Promoting collaboration: According to the Ministry of Education, vice principals in charge of administration assist the principal in building “collaborative partnerships and active engagement with key stakeholders to achieve mutually beneficial outcomes.” One of the competencies of the EPMS is “effective collaboration.” Principals are expected to collaborate with parents and stakeholders to build internal and external partnerships to support and provide a holistic development for all students. “Developmental Relationships” are also part of the Ministry of Education’s A-R-C approach.
Supporting staff development: Principals are responsible for mentoring and developing the teaching staff and non-teaching staff. They are competent in teamwork and team building. Principals are supported in supervising teaching staff by the vice-principals, and designated school leader for staff development. Supervision includes determining and monitoring staff’s professional development need. Principals make the final decisions for staff development and propose in-service training programs, designed based on the school climate to meet staff’s immediate needs.
Acting in accordance with the ethical principles of the profession: Principals are guided by Professional Values and Ethics as stipulated in the Enhanced Performance Management System. Furthermore, the Ministry of Education has prepared the Ethos of the Teaching Profession which all teachers, including school leaders, must follow.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
To become a principal in Singapore, an education officer must first be promoted along the Leadership Track from classroom teacher to subject or level head, to head of department, to vice principal, and then principal. Teachers are monitored and appraised by senior leaders in the school system, usually the school leaders who are their reporting officer in the school. Those who show potential are encouraged to take the leadership track. During the yearly evaluation, reporting officers determine if promising young teachers should be given certain duties from a higher level of the ladder under supervision for a set trial period. This gives them exposure to new skills and tests whether they are ready to move up. Forward movement along each track requires deepening levels of expertise and experience. For a teacher to advance, the position must be open and they must successfully apply for it via the Open Posting. From the lowest level, classroom teachers can choose to move to the leadership track from as early as the third year of their teaching experience.
Appointment decision
The Ministry of Education is the authority that makes the appointment. The principal position is not for open application. Typically, principals in Singapore are teachers who have risen through the ranks in the leadership track within the Ministry of Education and schools ecosystem and have been assessed to possess the competencies to be school principalss. Before the promotion process, aspiring principals must participate in a zonal-level panel interview. They also should have recommendations from supervisors such as the school superintendents, coaches, mentors, and colleagues. Principals are systematically appointed and rotated. Candidates are put through an Assessment Center, which is a series of carefully designed exercises that elicit observable behaviors related to the core competencies of a school leader. Candidates that have principalship potential are put through the training process.
Employment equity measures
Information was not found.
Working conditions
The salary for principals in Singapore is quite high in recognition of the demands of the role and to attract strong candidates. Principals rotate schools every five to seven years so that they gain experience working in different school cultures and contexts. They also have the opportunity to work inside the ministry to gain a broader view from the policy perspective. Principals may continue to progress and be promoted along “grades” on the career ladder. Highly effective senior principals may then become cluster superintendents. Whether or not a principal is promoted depends on the principal’s “current estimated potential (CEP), annual performance, knowledge and experience, integrity and character, readiness to perform at a higher level, recommendations from supervisors and colleagues, panel interviews, and the employment needs of the system.”
2.3. Leadership preparation and training
Pre-service training
There are three career tracks available for educators in Singapore. Educators in their third year may choose, or be guided towards, the teaching track, the school leadership track, or the senior specialist track. Aspiring principals with potential on the school leadership track undergo two fully-funded training programs while receiving their full salary. The first program is the Management and Leadership Studies (MLS) Program, a 17-week full-time program designed for middle managers (MMs) such as teacher leaders heading departments, grade levels, or subject groups. It enhances participants' leadership skills, team-building abilities, and operational and management capacities. The program includes a one-week study visit to Asia-Pacific countries, which exposes participants to diverse educational systems and encourages them to challenge ingrained mindsets within Singapore's system.
The second program is the Leaders in Education Program (LEP), a seven-month full-time program for vice principals and Ministry of Education officers at the equivalent level identified as promising candidates for principalship. The LEP aims to strengthen participants' strategic thinking, innovation, future orientation, values-based decision-making, and ability to work in complex environments. The programme is designed in partnership with the Ministry of Education and utilizes the 5R5M framework. The LEP involves mentorship by senior principals, reflective journaling, learning through case studies, and engaging with senior Ministry leaders. Participants lead a Creative Action Project at their mentor principal's school, where they envision a future school environment in 3-5 years and implement an element of this vision to enhance the present school, fostering adaptability. They also embark on a two-week international study trip to gain broad perspectives, develop insights on navigating challenges in different contexts, and challenge their own thinking.
Induction and in-service training
Principals are encouraged to engage in lifelong learning and strive for continuous improvement. To support this, the Ministry of Education provides funding for their professional development. This includes participation in conferences, workshops, and seminars, as well as opportunities for international study to explore various education reforms and innovations. Principals can also choose relevant courses and programs through the National Institute of Education to align with their career development goals.
3. Teachers, parents and students
3.1. School management committees and boards
According to Singapore’s 1957 Education Act, “every school other than a Government school shall be administered by a committee of management: Provided that if any school has only one manager the duties to be discharged by the committee of management shall be discharged by that manager”. In private schools, the committee of management recommends for registration of one of their members to be the supervisor of the school. The decision is then finalized or rejected by the Director-General of Education. This applies to private institutions only.
The committee of management of government schools is comprised of the principal, vice-principals, head of departments, and middle level leaders. The principal is directly appointed by the Ministry of Education. Members should not be teachers or staff to be employed by the proposed school unless they are owners of the school.
3.2. Middle leaders
Teachers with leadership potential are identified early and groomed for leadership positions, starting with middle leadership positions. Middle level leaders are also referred to as Middle Managers (MM) or Key Personnel (KP) in schools and include positions such as teacher leaders heading departments, grade levels, or subject groups. Subject heads are experts in their particular subject and organize all other teachers in that subject. Level heads coordinate all teachers in the grade level. For these middle leaders, 20 percent of their teaching responsibilities are offloaded for these tasks. Heads of Department are the next level of leadership positions. They serve four broad role functions: 1) departmental management, including coaching and developing teachers in subject areas and implementing comprehensive instructional programs; 2) administration, such as helping principals and vice principals on administrative matters; 3) teaching, so they can advise and give practical assistance to others; and 4) whole-school, so they collaborate as part of the school’s management team. 33 percent of their teaching responsibilities are offloaded for these tasks.
For teachers who remain on the Teacher track, there are opportunities for leadership roles as senior teachers, lead teachers, master teachers, and principal master teachers. These leaders serve as mentors for other teachers. Senior teachers and lead teachers supervise teachers-in-training, develop professional learning communities, and share their expertise. About 20-33% of their teaching duties are offloaded for these extra responsibilities. There are very few master teachers and principal master teachers. They usually lead their colleagues' professional development, drive curricular and pedagogical innovation, and more. A principal master teacher is only required to teach one class weekly.
3.3. Parents
While no policies were found regarding parent groups, the National Advisory Council, COMPASS (COMmunity and PArents in Support of Schools) was established in 1998 to advise the Ministry of Education on ways in which school-home-community collaboration could be strengthened and promoted. According to the Ministry of Education’s website, the role of COMPASS is to: Promote and develop strong school-home-community partnerships, through engagement with parents, community, and industry on education issues; Share ground feedback and MOE’s messages with parents, community, and industry; and Undertake initiatives in preparing students for the future and learn for life. The Council meets quarterly for discussions on policies and programmes.
Parent association groups at the individual school level are referred to as Parent Support Groups (PSGs). An Online Guide for PSGs has been developed by the Ministry of Education and COMPASS. Parents can contribute to their schools by volunteering their time for programmes and events, expanding the networks available to the school, communicating regularly with school staff and school leaders, and managing the finances of PSG activities.
3.4. Students
Student councils are formed through individual school policies. Most secondary schools have a student council, which helps to bridge the gap between the student body and school administration. The council is comprised of members who were nominated and elected by their peers. Some secondary schools use different names such as "Student Leadership Board" or "Student Leader Committee", etc. The councils may have different departments such as Council Affairs, Events Management, Leadership Development, Student Well-being and Student Management. Roles may include organizing school events, leadership activities, and administrative duties.
4. Governance
4.1. Autonomy of school leaders
Singaporean principals lead their schools with a high level of autonomy. Due to the investment necessary for their development, principals hold a great deal of professional expertise and knowledge necessary for decision-making. Beyond the national curriculum, each school has autonomy in the design of teaching and learning pedagogies, resources and assessments to deliver the national curriculum. School principals also have the autonomy to design school-based curricula and signature programmes for their students, in alignment with their school’s vision, mission, values, and desired student outcomes. In terms of human resources, the Ministry of Education has the primary responsibility when it comes to the recruitment and posting of teachers. However, principals do have some degree of autonomy in the selection of teachers to teach in their schools, such as through the annual Open Posting exercise where teachers can apply to teach in another school. In general, non-teaching staff are recruited by the principal while teaching staff are deployed by the Ministry of Education in consultation with the principal. Finally, in terms of finance and operations, the Ministry of Education determines the annual operational budget of the schools based on the number of pupils. In addition, all schools receive a set grant (called an Opportunity Fund) to use for their low-income students and students from ethnic minority groups. Although this supplemental funding is distributed by the Ministry, schools can choose how to spend it. The Ministry also provides funding directly to students from low-income families in the form of subsidies, called Financial Assistance Schemes, for educational materials and activities and funds for school meals. In addition, the Ministry in 1970 created the Education Fund, which collects contributions from Singapore residents to both support all students and low-income students through scholarships and by providing textbooks, meals and uniforms for students who need these but do not otherwise qualify for financial assistance. Principals are free to decide how to prioritise the funds to best support the learning needs of the students and the professional development of the staff.
4.2. Assessment and accountability of school leaders
Principals are routinely rotated into the Ministry and then back into schools so they gain a deeper understanding of the larger system and national goals. Principals report to their cluster superintendents. The cluster superintendent also serves as a mentor to a group of 10-15 school principals and helps them develop professionally, collaborate, and improve their own schools and their colleagues’ schools as well. The Cluster Superintendent supports and guide the principals in implementing national education policies, facilitating networking and sharing of good practices and developing the school leadership teams.
Principals undergo an annual evaluation process using the Enhanced Performance Management System (EPMS), a comprehensive appraisal and development tool implemented in 2005. The evaluation occurs in three phases: performance planning, performance coaching, and performance evaluation. During the planning phase, principals collaborate with their supervisors, typically cluster superintendents, to establish targets, training plans, and development goals for both the school and themselves. Regular coaching takes place throughout the year, with cluster superintendents offering valuable guidance and support to the 10-15 principals within their cluster. Cluster superintendents, who were previously highly effective senior principals and experienced teachers, bring their expertise to the coaching process.
At the end of the year, principals meet with their cluster superintendent to discuss their outcomes and appraisal. The evaluation is based on the principal's self-assessment, the cluster superintendent's appraisal, and the input of the deputy director overseeing the cluster superintendent. This process serves several purposes, including supporting the principal's ongoing growth and development, determining performance bonuses, informing promotion decisions, and ensuring alignment between the school and the broader system's goals.
4.3. Teacher assessment by school leaders
Individual principals are responsible for deciding on concrete evaluation metrics and processes based on the Enhanced Performance Management System (EPMS). Metrics include behavioural indicators, specific service to the school, and self-reflection tools and protocols. Teachers are evaluated by their direct supervisor (typically a middle manager such as the head of department). During the evaluation process, teachers meet with their direct supervisor to discuss what their goals for the year should be, what new experiences they would like to try and to co-design an evaluation plan. The supervisor will then observe the teachers throughout the year, collect data on their performance, and monitor their participation in helping to mentor others, serve on committees, and otherwise support the school. Halfway through the year, the teacher will have a midyear check-in with their supervisors to evaluate their progress and determine if any further support is needed. At the end of the year, all members of the school leadership team, from heads of departments to the principal, will meet to rate all of the teachers in the school.
This profile was reviewed by Cheng Yong Tan, Associate Professor at the Faculty of Education, The University of Hong Kong; Pak Tee Ng, Associate Professor at Nanyang Technological University; and David Ng, Associate Dean of Academic Quality and Associate Professor of Policy, Curriculum, and Leadership at the National Institute of Education.
