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
According to the 2019 Education Act (as amended in 2022), each state school shall be under the responsibility, guidance, and administration of a head of school or Kap tal-Iskola. It is the duty of every head of school to ensure that the functions of the school as provided for are being accomplished. An ‘educator’ includes heads of departments, heads of schools, assistant heads of schools, education officers, teachers, kindergarten educators and learning support educators. The 1988 Education Act (amended in 2023) also mentions the terms director and principal (direttur, prinċipal) when referring to school leaders in higher education.
The head of a school is supported by deputy heads, whose core responsibility is to assist the head of the school by undertaking professional, curricular and administrative duties.
In the 2023 National Quality Standards in Education, the senior leadership team of a school is defined as ‘the team of people responsible for leading and managing an educational institution. The SLT is generally composed of the head of school, assistant heads of school and heads of department. The term also refers to Learning Support Centre coordinators. School leadership may also include personnel from the school’s human resource and finance departments (p. 34).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2019 Education Act (as amended in 2022) defines the core roles of the head of school in Article 38.
In 2023, the Directorate for Quality and Standards in Education, within the Ministry for Education, Sport, Youth, Research and Innovation, launched the National Quality Standards in Education (3-16 years), which were developed in line with national frameworks, policies, international literature, and good practices observed in schools. One of the key areas they focus on is ‘educational leadership and management’, with specific standards detailed for school heads and senior leadership teams. The standards serve as a guiding framework for schools for both internal and external quality assurance, aiding in the planning, implementation, and monitoring of their school development plans.
The functions, roles and responsibilities of the head of school are further outlined in the 2007 Job Descriptions Handbook of the Ministry of Education, Sport, Youth, Research and Innovation.
Roles
Setting expectations/objectives: According to the 2019 Education Act (as amended in 2022), the head of the school is responsible for preparing the school development plan through a ‘whole school’ approach and reviewing its implementation on an annual basis. The school development plan is the main educational policy and implementation tool. In particular, it aims to facilitate the implementation and pursuance of the learning outcomes’ framework in view of the differing contexts of every school and the particular needs of its students. The head of the school is responsible for reviewing the implementation of the plan on an annual basis. The Act additionally emphasizes that the core role of the head of school is to ‘promote, implement, and pursue the mission of the school in providing high-quality inclusive education for all students’ (Article 38).
The 2023 National Quality Standards in Education (leadership and management standards) similarly emphasize that the head of the school is responsible for promoting the school’s vision in collaboration with the rest of the senior leadership team while implementing meaningful changes towards clear educational goals.
The Job Descriptions Handbook of the Ministry of Education, Sport, Youth, Research and Innovation also highlights that one of the roles and responsibilities of the head of school is the formulation of the school aims, objectives and policies in conformity with the Education Act.
According to the 2012 National Curriculum Framework, heads of schools should have a personal vision of what they would like to achieve in their schools, motivating teachers, parents and students to own that vision and share responsibility in its implementation.
Developing teaching and learning: The head of school is responsible for coordinating all activities related to curriculum delivery and development, maintaining sound pedagogical discourse, and adopting a system of regular staff monitoring and evaluation that promotes quality teaching and learning, as described in the 2019 Education Act (as amended in 2022) and 2023 National Quality Standards in Education. The 2023 National Quality Standards additionally asks the school head to ensure that the school fosters a positive learning culture. The Job Descriptions Handbook similarly emphasises that heads of schools supervise the academic and pedagogical quality of teaching and learning; implement quality assurance mechanisms that maintain high standards of teaching and learning in the school; promote the enrichment of the curriculum through activities organised within and outside the school; and ensure that the curriculum includes holistic learning activities. Forms of feedback commonly used are based on observation of the teacher's classroom teaching, school-based and classroom-based results, and external results of students the teacher teaches. Additionally, educators are encouraged to actively participate in school projects and initiatives, contributing to a collaborative environment that fosters innovation and enhances the overall learning experience.
The 2012 National Curriculum Framework additionally highlight that school leaders need to be capable of making curricular and pedagogical choices which promote high-quality teaching and learning congruent with learner-centred pedagogies and learning-centred approaches.
Promoting collaboration: The 2023 National Quality Standards in Education emphasize that the head of the school is expected to nurture and support distributed leadership, broadening participation in decision-making across the school community. Further responsibilities include providing opportunities for educators to work collaboratively; and fostering collaborative relationships with the college network or equivalent professionals and the wider community.
The Job Descriptions Handbook provides detailed responsibilities of school heads in relation to collaboration, including the promotion of effective school team building, communication and collaborative approach to decision-making; building and maintaining an effective and open channel of communications within the school community; and collaborating with other heads of schools. Under ‘home-school-community links’, the head of school is responsible for creating and promoting links with the local community and its organisations; encouraging and fostering early parental involvement in children’s educational development; encouraging parents/guardians to engage in lifelong learning opportunities leading to personal development and enhanced involvement in the school community life; and encouraging parents to increasingly become aware of their responsibilities towards their children’s well-being and welfare.
According to the 2012 National Curriculum Framework, school leaders need to focus on developing a collaborative school culture which draws upon the range of professional skills and capabilities found among the different members of their school.
Heads of school are also encouraged to foster an environment that promotes parental involvement in their children's educational development and to motivate parents and guardians to engage in lifelong learning, thereby enhancing the overall educational experience.
Supporting staff development: One of the key roles of school heads outlined in the 2019 Education Act (as amended in 2022) and 2023 National Quality Standards in Education is to provide strategic and instructional leadership and direction to school staff; support the development of a professional learning community; and provide opportunities for educators to grow professionally. Together with the Senior Leadership Team, the school head identifies and addresses the needs of teachers through continuous professional development and support. The Job Descriptions Handbook provides detailed responsibilities of school heads in relation to teaching personnel, with the overall objective of motivating and supporting staff in pursuing lifelong learning opportunities, including overseeing the mentoring of new staff, as well as their career development and progression.
Acting in accordance with the ethical principles of the profession: The 2023 National Quality Standards in Education expect the head of the school to model ethical values and practices, nurturing a positive and inclusive school culture, based on trust, empathy, and respect.
The 2012 Teachers’ Code of Ethics and Practice serves to guide all educators (including school heads) in their professional conduct and ethical responsibilities towards students, colleagues, parents, and the community.
Others: The 2019 Education Act (as amended in 2022) and Job Descriptions Handbook outline several additional roles for heads of schools, including ensuring order and discipline, facilitating a safe school environment, promoting an effective student participation policy and inclusive school policy; and several administrative duties.
The 2022 National Inclusive Education Framework additionally includes provisions for Inclusive and Strategic Leadership.
In 2021, the Directorate for Quality & Standards in Education published a set of guidelines for school leadership teams on online teaching and learning, outlining their roles in the successful adoption of technology for blended teaching and learning.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Heads of schools must have, at a minimum, a postgraduate diploma in education with specialisation in leadership, administration and management; or any other equivalent higher education qualification in these areas awarded by the University of Malta or any other institution of higher education recognised by the Malta Further and Higher Education Authority. According to Ministry school head recruitment requirements, applicants must be in possession of a full qualification at MQF Level 7 (which refers to a master's degree or post-graduate diploma) in Educational Leadership and Management or a comparable professional qualification. The minimum qualification for heads of schools is a postgraduate diploma at MQF level 7 in Educational Leadership. For schools catering for students with special educational needs, an MQF level 7 in inclusive education is also considered eligible instead of a Masters in Educational Leadership and Management.
Applicants must additionally be in possession of a Teacher’s (Permanent) Warrant, meeting all teaching qualifications, and have at least 10 years of teaching experience, as well as 4 years of experience in the post of deputy head of school, head of department, head of department (Inclusion), or leadership roles within educational institutions (14 years in total). Applicants must further be of good conduct and of sound moral character, with due consideration given to past managerial performance and experience.
According to the 2019 Education Act (as amended in 2022), a person is eligible for a teacher’s permanent warrant if they are in possession of a teaching qualification recognized by the council for the teaching Profession (CTP). Teaching qualifications range from bachelor’s degree in education/VET, a post-graduate certificate in education or a master’s in teaching and learning/in education/VET. A temporary teacher’s warrant issued by CTP is given to supply teachers in possession of a minimum of 2 A levels or a full qualification at MQF level 4 with a minimum of 120 ECTS and 4 O levels of which 3 must be in mathematics, english Language, and Maltese language.
Appointment decision
Heads of schools in the public sector are appointed following an open call for applications issued by the People Management Department within the Ministry for Education, Sport, Youth, Research and Innovation. Vacancies for schools with over 500 students are filled through a selection process in the form of an interview, following an internal call for applications open to heads of schools with at least three years of experience as heads of school. According to the 2016 Recruitment, Initial Training and Continuous Professional Development and Protection of Minors in Compulsory Education Regulations (amended in 2019), all school personnel must be recruited based on an open call for applications, with recruitment following an interview carried out by an interview panel. Appointments at all levels of teaching staff (including heads and deputy heads) must have prior notice from the People management Department within the Ministry for Education, Sport, Youth, Research and Innovation, as stated in the 1991 National Minimum Conditions for all Schools Regulations (amended in 2019). All appointments are subject to a 1-year probationary period.
Heads of schools in state schools may also apply to be deployed to another school, with re-deployments based on seniority, the available vacant posts, and the exigencies/prerogative of the Directorate for Educational Services.
Employment equity measures
The 2022-25 Gender Equality Plan of the Ministry for Education, Sport, Youth, Research, and Innovation includes ‘gender balance in leadership and decision-making’ as a priority area, with an aim to promote processes to support gender-sensitive recruitment and career progression opportunities (including in-school head positions).
Working conditions
Teachers and school heads employed in state schools are public officers employed on an indefinite basis in accordance with the 2024 Public Service Management Code, while educators employed in church and independent schools are appointed in accordance with general employment legislation. The Public Service Management Code and sectoral agreements agreed between the government and the Malta Union of Teachers establish the working conditions of teaching staff employed in state schools.
School heads at all education levels in state schools are paid on a distinct salary scale corresponding to the type or size of school that they manage, additionally receiving a management allowance (with the salary or allowance increasing with the size of the school). Salaries are calculated based on sectoral agreements between the Government of Malta and the Malta Union of Teachers. Newly appointed school heads receive yearly increments to their salary, upon satisfactory performance, following which they can reach salary scale 4 after 25 years of teaching experience, five (5) years of which must be as head of school.
All state schools falling under the compulsory school system in Malta form part of one of ten College Networks, with each College Network being a body corporate under the Department for Education Services. School heads within a college form part of the Council of Heads, which is chaired by the Head of College Network.
2.3. Leadership preparation and training
Pre-service training
School heads must be certified in education leadership, administration and management before assuming their position. The 2016 Recruitment, Initial Training and Continuous Professional Development and Protection of Minors in Compulsory Education Regulations (amended in 2019) highlights that schools are additionally required to provide induction training and mentoring for all newly engaged personnel (including school heads), the training of which should include child protection issues.
Induction and in-service training
Upon appointment, new heads of school are required to attend a number of phase sessions. The aim of these sessions is to equip them with practical knowledge and aspects concerned with the day-to-day running of a school. The sessions are facilitated by qualified and experienced personnel and include internal review, financial management and procurement, access arrangements, the management of the annual classification exercise, timetabling, induction of newly qualified teachers and supporting learners with social and emotional behavioral difficulties. Participants are given a certificate of attendance at the end of each session.
All educators in state schools are additionally required to actively participate in continuous professional development sessions. Ongoing training is provided for heads of schools, deputy heads, heads of departments, and teacher mentors. According to the 2023 National Quality Standards in Education and Job Descriptions Handbook, the head of school and rest of the senior leadership team is expected to invest in their own professional development.
The 1988 Education Act (amended in 2023) teachers are obligated to periodically carry out programmes of continuous professional development necessary for the standards and fitness to teach. Registered teachers, which include school heads, may be required to provide the Council for the Teaching Profession with the necessary information showing which programme they have followed. The Act does state that when a registered teacher continues to ignore the request of the Council for the Teaching Profession to follow programmes of continuous professional development and of updating, the teacher’s “warrant” may be suspended.
The continuous professional development of school leaders is further highlighted in the 2012 National Curriculum Framework, which aims to provide regular support and re-skilling/up-skilling for both teachers and school leaders to ensure they have the necessary understanding, skills and tools to be able to successfully deliver the National Curriculum Framework in its complexity. The framework includes specific objectives for the design and delivery of training programs for school leaders and educators.
3. Teachers, parents and students
3.1. School management committees and boards
The 2019 Education Act (as amended in 2022) provides for the establishment of school councils in all state schools, with the active participation of parents, educators and students. According to the 2023 National Quality Standards in Education, the school council, which is composed of educators, parents, and the head of school, acts as a platform for its members to work together for the benefit of learners and the school community at large on such matters as funds, parental involvement, curriculum, and the school environment among others.
3.2. Middle leaders
The senior leadership team of a school includes assistant heads of school and heads of department, as defined in the 2023 National Quality Standards in Education.
3.3. Parents
While the 2019 Education Act does not specifically provide for the establishment of parent-teacher associations, school councils are composed of both parents and teachers. The Act additionally outlines the duties and rights of parents in schools and further provides for their representation in the Board for Educational Matters.
The 2012 National Curriculum Framework includes a dedicated section on schools and parents, which includes provisions for home-school links, parental participation and involvement, and parental lifelong learning.
There is a National Association of Parents and Students L-Assoċjazzjoni tal-ġenituri ta’ studenti (MAPSSS) referred to in news articles; however, no official information was found.
3.4. Students
All state schools are required to establish a students’ council, as described in the 2019 Education Act (as amended in 2022). The Council has the functions, duties, powers and procedures such as the Minister may establish through regulations.
4. Governance
4.1. Autonomy of school leaders
School heads are responsible for ensuring the implementation of the National Curriculum Framework through teaching and learning strategies, use of educational resources, and selection of textbooks, in collaboration with the senior management team and consultation with ministry personnel, as described in the Job Descriptions Handbook and 2023 National Quality Standards in Education. Standard 1.3 in the National Quality Standards (p. 9) states that “Appropriate organizational, financial, and human resources management ensure effective school administration as well as continuity and consistency in all actions.” The National Quality Framework, ‘A Quality Assurance Framework for Education in Malta (0-16 years), supports education leaders successfully implement the framework and systematically monitor its development at classroom level so that national targets are achieved within established timeframes. Further, the 2024-30 National Education Strategy emphasizes the importance of fostering a culture of continuous improvement and innovation within the educational landscape, with a focus on inclusivity, diversity, and personalized learning. School heads play a crucial role in aligning their school's practices with this strategy to ensure a holistic educational experience for all learners.
School heads are further responsible for organizing, managing and controlling the school’s financial resources, which includes preparing school budgets in accordance with government financial regulations (which set certain parameters and priorities). Head teachers do not have autonomy in staffing decisions, with employment and dismissal of teachers in state schools following procedures laid out in the Public Service Management Code.
4.2. Assessment and accountability of school leaders
According to the 2019 Education Act, the Division of Education is responsible for performing external reviews as a complement to schools’ internal reviews, to provide guidance, monitoring, inspection and evaluation on educational leadership. The duly authorized officers of the Division have the power to enter a school at any time, inspecting and reporting on the school’s leadership.
The National Quality Standards in Education (3-16 years) serve as a guiding framework for both internal and external quality assurance processes in schools, including school leadership, with specific standards outlined for school heads, which they are evaluated on during external reviews. The 2023 Quality Assurance Framework for Education in Malta serves together with the National Quality Standards, to guide both external evaluators and the school towards accountability and the effective provision of quality education for all, with a particular focus on the role of leadership and management. External quality assurance processes involve a central regulatory body.
Heads of school in state schools may be suspended and/or dismissed as per the regulations/procedures listed in the 2024 Public Service Management Code.
4.3. Teacher assessment by school leaders
According to the Job Descriptions Handbook, school heads are responsible for the formal appraisal of professional and non-professional school staff, guiding performance management programs to ensure that academic and pedagogical quality assurance and standards of teaching and learning are being met.
This profile was reviewed by the Ministry of Education, Sport, Youth, Research and Innovation (Malta); and Dr. Robert Vella, Deputy Director of the Malta College of Arts, Science and Technology (MCAST), Gozo Campus.
