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 2013 Law on Education refers to the term Heads of Educational Institutions “Руководителям образовательных учреждений” (in Russian) and “рохбарикунандаи муассисахои таълимй” (in Tajik).
The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan, which regulates the operation of all public education institutions, refers to the term “director”. The director is responsible for the direct management of the general education institution.
Article 40 of the 2017 Certification Procedure Educational Employees and Scientific Institutions Republic Educational Tajikistan N.281 also refers to the term “director”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2021-2030 Education Sector Plan, citing “the lack of national standards for teachers and school principals with clear descriptions of what they need to know and be able to do”, prioritizes developing professional standards for principals of general secondary educational institutions.
Article 39, item 2, of the 2013 Law on Education states that the head or director of an educational institution and the institution’s board are collectively responsible for the “direct management” of a state educational institution. Article 38 outlines the roles and responsibilities of the educational institution, including items such as “control the level of the quality of education”; “carry out advanced training and retraining of teachers” and “approve the structure, staffing and salaries, distribution of duties of teachers and other employees”. However, the articles do not clearly define the division of responsibilities between the board and the head of the educational institution.
Section 5 of the 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan further outlines the specific functions of the director of a general education institution.
Roles
Setting expectations/objectives: According to 2013 Law on Education, the director implements educational institution management in accordance with existing legislation and regulatory documents. The director is also responsible for determining institutional strategy, goals, and tasks, making decisions on programme participation and projects, and maintaining oversight over educational conditions and outcomes, while also ensuring compliance with governmental directives and adopting internal regulations, including labor policies, in consultation with employee representatives.
The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan states that the director is responsible for the “implementation of the annual work plan of the general education institution together with the team of teachers, agreed with the authorized authorities in the field of education of the city and district”.
Developing teaching and learning: The 2013 Law on Education lists duties related developing teaching and learning that are carried out by educational institutions, the management of which is the joint responsibility of the director and the board. Per the law, educational institutions have the responsibility to approve curricula; carry out advanced training and retraining of teachers; ensure the availability of inventory and property; and take measures to attract new material, technical, and financial resources. The law does not make clear the division of management responsibilities between the board and the director of the educational institution.
The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan states that directors specifically are responsible for the “creation of conditions for the effective activity of teachers (implementation of initiatives and dissemination of new experiences, free choice of teaching methods and ways)”.
Promoting collaboration: The director is responsible for safeguarding the health and freedom of students and staff, while also overseeing and planning the activities of educational personnel, maintaining quality relationships with government bodies, local authorities, enterprises, parents, and the public, representing the institution in various forums, supporting educational and community organizations, and managing the institution's assets, including contracting and financial matters.
The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan states that the role of director of an educational institution in collaborating with the Pedagogical Council of the school. Directors must, jointly with the Pedagogical Council and in accordance with the local executive bodies of the state government in the field of education, determine the main areas of development of the general education institution. The document also states that the institution’s annual work plan must be implemented in collaboration with teachers and other stakeholders.
Supporting staff development: The 2013 Law on Education states the educational institutions have the responsibility to carry out advanced training and retraining of teachers. The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan states that directors are also responsible for creating “conditions for the effective activity of teachers” which include “implementation of initiatives and dissemination of new experiences and free choice of teaching methods and ways”.
Acting in accordance with the ethical principles of the profession: No information has been found on key practices of school principals that relate to integrity, respect, trust, fairness, transparency and honesty. However, in Tajikistan, a Code of Ethics for Civil Servants does exist and applies to educators.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2017 Certification Procedure Educational Employees and Scientific Institutions Republic Educational Tajikistan N.281 outlines that those with at least five years of relevant educational work experience and who have completed an advanced training course receive a certification allowing them to apply for leadership positions in educational institutions. Before being eligible for a leadership position, individuals without a leadership specialty must obtain permission from relevant authorities, such as the Ministry of Education and Science, based on their application for certification.
The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan states that the director of a general education institution must have a higher professional education and teaching experience of at least seven years. They must also have knowledge of the following areas: education and psychology; rights and duties of state institutions and organizations; issues of general education; and management and funding.
Appointment decision
Article 36 of the 2013 Law on Education states that Local Education Authorities are responsible for the appointment and dismissal of the heads of state educational institutions. The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan also states that Ministry of Education and Science of the Republic of Tajikistan and local education management bodies appoint directors of general education institutions.
The 2017 Certification Procedure Educational Employees and Scientific Institutions Republic Educational Tajikistan N.281 mentions that the Attestation Commission are responsible for conducting attestation of employees such as directors, deputy directors, and managers of educational institutions, including general education institutions, boarding schools, and preschool education institutions “This commission, by decision or order, approves the candidates for the positions of directors of general education institutions”.
The certification process is an examination procedure to obtain a position or keep a position. Attestation to be an “educational worker” takes place annually between October 1 and April 30. The commission interviews employees and evaluates them on a scale from "5" to "2". The average score determines the outcome, decided by majority vote and results are shared with employees within three days.
Employment equity measures
The 2021-2030 Education Sector Plan refers to the state programme 2017-2022 Education, Selection, and Placement of Managerial Personnel of the Republic of Tajikistan from Among Capable Girls and Women and the 2015-2020 Action Plan of the National Strategy for the Promotion of the Role of Women in the Republic of Tajikistan. However, there are no clear equity measures in place for school leadership.
Working conditions
The 2019 Regulation on the Wages of Employees in the Education Sector demonstrates in the salary scale the range for directors of schools from 598 to 986 which is determined according to the number of students. Per Article 40, the more students an institution has, the higher the salary. Education staff are considered civil servants.
2.3. Leadership preparation and training
Pre-service training
No specific information has been found on pre-service training and its duration for directors of educational institutions governed by national laws, policies, strategies or frameworks. However, the 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan does state that the director of a general education institution must have a higher professional education, teaching experience, and knowledge of the areas such as rights and duties of state institutions and organizations and management and funding.
Induction and in-service training
The 2006-2015 National Strategy for Education Development aimed to “create a center for retraining and qualification upgrading for managerial and leadership cadres of education system”.
A priority reform measure of the 2021-2030 Education Sector Plan includes the provision of “professional development of principals and administrators in general secondary education”.
3. Teachers, parents and students
3.1. School management committees and boards
Article 39 of the 2013 Law on Education mentions that “the general management of a state educational institution shall be carried out by the board of the institution, and the direct management shall be carried out by the head, director, rector or other head”. Article 41 of the law also states that “self-governing bodies of educational institutions shall be formed in educational institutions’’. The self-governing bodies of educational institutions encompass various councils and committees, including the council of the institution, pedagogical council, academic council, and others, with their roles and responsibilities outlined in the institution's internal charter. Per Article 42, these bodies comprise representatives from the teaching staff, students, postgraduates, and educational associations, aiming to shape and oversee the educational process, monitor financial activities, and contribute to enhancing the institution's financial and economic status.
3.2. Middle leaders
According to the 2013 Law on Education, teachers are required to provide methodological, scientific guidance, and other pedagogical support to students, fulfill the responsibilities of a class teacher (group curator) within established guidelines, and maintain communication with parents or guardians, while also adhering to pedagogical ethics. Other middle leader positions were not found.
3.3. Parents
The 2013 Law on Education states that education is a “joint activity of parents (persons replacing them), a teacher and an educational institution for the development of a child, improving his talent, skills, mental and physical abilities” and refers to “associations of parents” does not refer to its composition and its role. The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan also establishes that that within general education institutions, a parent committee and a parent-teacher association may be formed at the initiative of the educational institution and parents.
3.4. Students
According Article 41 of the 2013 Law on Education, self-governing bodies of educational institutions include student organizations and youth committees. The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan states that associations of students may be established.
4. Governance
4.1. Autonomy of school leaders
The 2013 Law on Education states that the head of the educational institution is responsible for checking, preparing, and approving the tariff list as well as timely payment of wages. Article 55 of the law also stipulates that educational institutions are entitled to financial and economic independence within their allocated budget and funds obtained from external sources, with the utilization of funds following the laws of Tajikistan and the institution's charter.
According to the 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan the director oversees allocated budgetary funds, ensuring their efficient and effective utilization and submitting annual reports on income, expenditure, and overall activity to the Ministry of Education. The director oversees institutional property, negotiates contracts with various entities, including state and private institutions, and manages bank accounts, while also signing agreements and labor contracts for maintenance and repair tasks within the institution. The director also organizes the selection of employees and the scope of their duties.
4.2. Assessment and accountability of school leaders
Per the 2013 Law on Education, heads of educational institutions are accountable to Local Education Authorities. Furthermore, according to the 2017 Certification Procedure Educational Employees And Scientific Institutions Republic Educational Tajikistan N.281, all education workers must renew their certification and are re-assessed during that renewal process. The document states that “leaders and specialists in educational institutions undergo certification every two years”. Before completing this process, they need permission from relevant authorities, including the Ministry of Education and Science.
4.3. Teacher assessment by school leaders
According to the 2013 Law on Education, “inspection of the teacher's activity and evaluation of his/her activity shall be allowed only to authorized bodies and persons determined in accordance with the relevant regulatory legal acts”.
According to the 2017 Certification Procedure Educational Employees And Scientific Institutions Republic Educational Tajikistan N.281, teachers undergo an assessment process by a Certification Commission to renew their certification every five years. The Certification Commission is comprised of five to seven members, and includes the head of an educational institution.
The 2016 Model Regulation of General Education Institutions of the Republic of Tajikistan also states that heads of educational institutions are responsible for “appointment and dismissal of their deputies in accordance with the local executive authority of the state government”.
