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 2020-2023 Reaching Syria’s Underserved Children: Multi-Year Resilience Education Programme (MYRP) states that “the term ‘teachers and other education personnel’ refers to classroom teachers and classroom assistants; early childhood or pre-school teachers; educators of people with disabilities; subject specialists and vocational trainers; facilitators; community volunteers; head teachers, principals, school supervisors and other education officials”.
The 2004 Legislative Decree No.55 on the organization of private educational institutions for pre-university education, defines “Director of the Institution” مدير المؤسسة as “the person authorized by the licensee to serve as the director of the private educational institution” and “Supervising Director” المدير المشرف as “the director appointed by the minister to oversee the private educational institution in educational, pedagogical, and administrative aspects in accordance with the provisions of this legislative decree”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2017 Discussion Session on Developing a Strategy for Education demonstrates the ministry’s objective to establish national educational standards, curriculum guidelines, and new educational methodologies.
The 2021 Professional Development Programme for Educational Frameworks and 2016 Internal Regulations for General Secondary Education Schools No.443/8 highlight the roles and responsibilities of school principals.
Roles
Setting expectations/objectives: The 2021 Professional Development Programme for Educational Frameworks underscores that the role of the school principal is underscored as an educational leader developing and implementing clear plans based on a vision and achieving integrated school standards within educational quality criteria.
Developing teaching and learning: The 2016 Internal Regulations for General Secondary Education Schools No.443/8 mentions that the school principal is the reference for all staff in high schools, including teachers and administrators. The principal is responsible for overall guidance in the school, monitoring the progress of teaching, the work of teachers, and administrative and support staff. The principal is also responsible for monitoring the behavior of students, tracking their progress in studies, ensuring the safety of the school building, and providing the necessary educational resources for the educational process. For example, they supervise and monitor matters related to student enrollment and class distribution and monitor the organization of the weekly lesson plan in collaboration with teachers and the teachers' union, as well as monitor attendance. They conduct weekly reviews of student inspection registers and notes from administrative supervisors, as well as daily checks of teachers' signature registers across different school classes to oversee teaching activities. Furthermore, they are responsible for monitoring and evaluating student exams, maintaining records for the school council and the discipline committee, and reviewing teachers' daily preparation logs while providing regular signatures every two weeks (art.32).
Promoting collaboration: The 2016 Internal Regulations for General Secondary Education Schools No.443/8 points out that school principals actively engage with parents, fostering collaboration to enhance the well-being of their children and ensuring parental awareness of academic progress, disciplinary measures, and guidelines. Moreover, they collaborate with representatives of popular organizations within the school to achieve system objectives. The principals also assume the role of chairing committees formed within the school, overseeing their activities and managing meetings (art.32).
Supporting staff development: The 2015 Internal Regulations Project for Primary Education Schools mentions that school principals oversee teachers' performance.
Acting in accordance with the ethical principles of the profession: The 2016 Internal Regulations for General Secondary Education Schools No.443/8 highlights the role of a school principal in reviewing laws, regulations, and ministerial circulars received by the school and forwarding them to the secretary through the assistant for communication to all school staff, obtaining their signatures as acknowledgement of receipt, constitutes a crucial administrative responsibility. The school principal is tasked with supervising the implementation of laws, regulations, and ministerial instructions, ensuring compliance, and actively monitoring public health within the school environment. These duties contribute to maintaining a well-regulated and law-abiding educational institution (art.32).
The 2015 Internal Regulations Project for Primary Education Schools emphasizes that a school principal must prepare two reports for the Directorate of Education. The second report is an annual report, submitted at the end of the academic year, covering various aspects such as the condition of the school infrastructure, furniture, teaching materials, library and laboratory, physical education, teaching staff, student results, and extracurricular activities. For rural schools, the report must also encompass details about the school's garden, funds allocated, outcomes, and necessary preparations for the upcoming academic year. These reporting mechanisms aim to ensure transparency, accountability, and continuous improvement in the educational system.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 states that the criteria for appointing a Principal of a High school includes holding a university degree in education, preferably with additional qualifications in educational training and information technology. The candidate must have at least five years of practical experience in education. Additionally, the candidate should possess personal competence, exhibit leadership skills, and maintain a professional record free from any penalties more severe than a warning in the last three years (art.32).
The 2005 Executive Instructions of Legislative Decree No. 55 mentions that the supervising director is selected from the pre-existing employees of the Ministry of Education. The eligibility criteria for this role include holding a university degree, having a minimum qualification of a pedagogical diploma, possessing computer proficiency, and having at least five years of teaching experience. Additionally, the selected individual should not have incurred disciplinary penalties exceeding a deduction of 3% from their salary (art.109).
Appointment decision
As mentioned through the governmental portal services, administrative employees within the Ministry of Education can apply for positions in schools and institutes if they meet the required qualifications by applying the education directorate of their respective governorate.
According to the 2020 Decision No.443, the governors are empowered to act on behalf of the Minister of Education within their governorates in approving appointments and contracts for individuals with disabilities and issuing appointment decisions for employees.
The Ministry of Education also initiates open competitions for teachers, class teachers, counselors, librarians, and assistant division heads by first evaluating the vacancies and needs across various governorates. Following this assessment, they publicly announce opportunities for the indicated positions and interested candidates then submit their required documents to the education directorates. Then, applicants undergo a rigorous examination process, comprising written and oral exams, to assess their suitability for the roles. Upon completion of the exams, the Ministry issues a decision regarding the success of the candidates, which is then circulated to the education directorates.
Employment equity measures
The 2015 Reality, Challenges and Priorities for Education research published by UNESCO Regional Office and the Syrian National Commission for UNESCO states that there have been ongoing efforts to remove the barriers that hinder women from obtaining the same rights and economic opportunities as men by fostering solidarity and empowering women with enhanced opportunities. However, it does not specify school principals in their efforts.
Working conditions
The, a paper presented by the Syrian Arab Republic for the Transforming Education Summit held during the 77th session of the UN General Assembly, highlights significant legislative developments. Notably, Legislative Decree No. 6, issued on 28/04/2022, stands out as a pivotal measure, outlining the provision of special hardship allowances for individuals occupying administrative and teaching roles within the Ministry of Higher Education and Scientific Research. Furthermore, Decree 27/2020 No. 452/542, enacted on 19/02/2022, mandates a 10% compensation increase for administrative staff.
In 2023, the Minister of Education issued a decision setting the term of administration for the school or principal and his assistant to 4 years, with the possibility of renewing it only once if necessary. They can also be reassigned to school administration two years after the end of their assignment.
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 refers to the teachers' union unit in the school which contributes to all councils and committees formed, and the school administration provides the necessary facilitations to enable the union office to carry out its tasks (art.53) but does not refer to school principals.
The 2004 System of Basic Workers Law No. 50 applies to anyone working in any public institution and it refers to the Labor and the General Federation of Workers' Unions (art.4) which the Prime Minister consults before issuing the rules and foundations for a model internal system, to be followed by public institutions but the law does not specifically refers to school principals.
The 2004 System of Basic Workers Law No. 50 law details the minimum and maximum wages for each job category, providing a comprehensive framework for the appointment process and ensuring that candidates meet the specified criteria for their respective roles, but does not specify to which category a school principal belongs (art.6). Taking into consideration provisions related to determining the teaching and educational quotas in laws and regulations for institutes and schools of all types, the actual daily working hours are determined by a decision from the Prime Minister, not less than 6 hours and not exceeding 8 hours per day and 48 hours per week (art.42).
2.3. Leadership preparation and training
Pre-service training
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 mentions that a candidate for the position of school principal is required to undergo a training course in school administration either before or after assuming the position. Failure to attend the prescribed course may lead to the revocation of the appointment (art.32).
Induction and in-service training
The 2020-2030 Syria Strategic Plan aims to empower the administrative and teaching staff to deal with advanced curricula and teaching methods, through training and assessment for the modern workforce, though it does not refer to school principals.
The 2020 Ministry of Education Article: A Good School Needs Qualified Leadership referred to the opening of the central training course for the central training team for school principals in collaboration with UNICEF. Friedrich Affolter, the Education Programme Director at UNICEF, emphasized the significance of the programme in training school principals to elevate the standards of school administration acknowledged the importance of qualified leadership for effective schools and praised the collaboration between the ministry and UNICEF. The training programme extends to educational supervisors, and specialists, and includes emergency preparedness training.
The 2021 Professional Development Programme for Educational Frameworks discusses the collaborative efforts between the Ministry of Education and UNICEF in implementing a central training programme for educational supervisors and school principals. The workshops focus on professional development, integrating the school's functions, health protocols, and the theme "Educational Supervision: Quality and Professional Development." The training aims to enhance the capabilities of educational supervisors, specialists, and school directors, emphasizing sustainable development. It underscores the concept of educational reform, emphasizing the transition from guidance to educational supervision, incorporating new concepts and methods, and acquiring practical skills for implementation in the educational field (school). The workshops aim to elevate educational work towards quality, emphasizing supervisory tasks, planning skills, and practical implementation. The law further emphasizes the collaborative work between educational supervisors and school directors in planning and executing quality education. The workshops cover various topics related to educational supervision, from the concept to its analysis, the role of the educational supervisor, creating plans, preparing reports, performance evaluations, and integrated school management. The training sessions aim to provide a comprehensive understanding of supervision and promote continuous improvement in education with new and advanced perspectives.
3. Teachers, parents and students
3.1. School management committees and boards
Article 24 of the 2021 Executive Order Creating Vocational Education outlines the formation and responsibilities of an administrative committee in each vocational secondary school, led by the competent minister or an authorized representative. The committee, comprised of various stakeholders such as the school director, assistant director, specialized course heads, teachers, and representatives from the business sector, is tasked with diverse functions. These include overseeing student education and training, monitoring labour market developments, addressing obstacles, facilitating material imports and exports, evaluating student conditions, granting incentives, marketing school production, developing production and financial plans, forming sales and partnership committees, monitoring administrative instructions, and determining reference prices for products in compliance with relevant laws. This comprehensive approach aims to ensure the effective management and continuous improvement of vocational education.
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 mentions that a committee is formed in each high school, consisting of the school director, assistant school director (if available), educational psychologist, and secretary. This committee's task is to guide and advise students in choosing one of the two branches (scientific or literary) that aligns with the student's academic abilities and preferences.
The 2015 Internal Regulations Project for Primary Education Schools states that the school committees and councils outlined in articles 91, 99, 111, and 112 serve various functions to enhance the educational process, maintain discipline, and strengthen the collaboration between the school and parents. The School Council (art.91) consists of administrative and teaching staff, a representative from the concerned community organization, and two parent representatives. It addresses educational plans, curriculum developments, internal regulations, and proposes programmes for school activities.
The Class Council (art.99) involves school staff, and a representative from the community organization, and discusses teaching progress, exam results, and student behavior. The Discipline Committee (art.111) handles disciplinary matters and consists of the school principal, or assistant, educational staff, a social or psychological counselor, a class supervisor, and a parent representative
The 2004 Legislative Decree No.55 refers to the Board of Directors as the governing body of private educational institutions.
3.2. Middle leaders
According to the 2016 Internal Regulations for General Secondary Education Schools No.443/8, certain duties assigned to teachers are more administrative in nature than direct teaching responsibilities. These include tasks such as supervising student entrance and exit, recording attendance, organizing and managing homework, tests, and exam results, assisting in administrative activities related to guidance and the overall course of study, collaborating with the activities supervisor for school-related events, attending meetings of school councils and committees, monitoring and correcting exams, carrying out tasks assigned by the administration, coordinating with administrative personnel for student removal from the classroom, and ensuring punctuality and attendance. These administrative responsibilities complement the core teaching duties and contribute to the smooth functioning and organizational aspects of the educational institution (art.45). The 2015 Internal Regulations Project for Primary Education Schools states that each subject has its own council, the "Subject Council" (art.111), comprising teachers of that subject, addressing teaching methods, curriculum, and making recommendations to the school principal.
In 2020, the Ministry of Education requested all its directorates in various provinces to assign specialized supervisors to teach four weekly sessions in their respective subjects in public schools. This was intended to be an integral part of their duties, supplementing their other leadership roles and they are compensated for this additional responsibility. This measure is taken in recognition of the importance of sustainable professional development for teachers and supervisors.
3.3. Parents
The 2019 Circular Activating Parents’ Councils in Public and Private Schools has an objective in fostering a sense of community partnership, supporting the school's role in community development, discussing educational issues, instilling ethical values, contributing to social behavior regulation, and enhancing the school's position. The activation aims to create effective communication channels, involve parents in school activities, and leverage their experiences to enrich students' life skills. Additionally, the parent councils should follow a well-organized plan, discuss significant local community issues, address academic underachievement, participate in school events, and honour high-achieving students. During parent council meetings, it is essential to organize dialogue, invite all parents, allocate suitable places electronically, specify discussion time, avoid derogatory remarks about educators, and respect everyone's opinions.
The 2015 Internal Regulations Project for Primary Education Schools mentions that the Parents' Council (art.112) aims to strengthen the relationship between the school and parents, involving administrative and teaching staff, representatives from the community organization, and a representative from the teachers' union. The Parents' Council meets periodically to discuss educational matters and collaborates on various school committees. Article 113 regulates the composition and meetings of the Parents' Council, while Article 114 emphasizes the role of the teachers' union in supporting these councils and committees.
The 2005 Executive instructions of Legislative Decree No. 55 outlines the composition of the Parents' Council in private educational institutions as follows: the owner or deputy owner serves as the president, the director as the vice president, elected representatives from parents and students as members, with the number of representatives determined by the total number of students in different stages. Additionally, two representatives from the teaching staff, a representative from the union, and a representative from the Directorate of Education also serve as members. The council convenes at least twice each term, or more when necessary, upon the invitation of its president (art.110).
It then specifies the tasks of the Parents' Council, including proposing the determination of tuition fees based on the institution's income and expenses, considering a profit margin of 20-30%, and aligning with the Ministry's approved classification. The council is also responsible for setting the annual cost of school supplies, distributing student transportation routes, discussing extracurricular activity plans, participating in the evaluation of teachers' performance, addressing student complaints and the administration's response, and contributing to voluntary work for the institution's benefit (art.111).
The 2004 Legislative Decree No.55 refers to the Parents' Council as a council elected by the parents of students, consisting of a number of educational staff members, with specific powers.
3.4. Students
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 refers to the “Youth Union Federation” unit in the school which contributes to the councils, committees, and all activities in the school (art.54).
4. Governance
4.1. Autonomy of school leaders
The 2020 Details Regarding the Disbursement of Allocated Funds for School Principals mentions that through a Ministerial Decision, school principals are granted the authority to manage school expenditures, covering expenses related to stationery, its accessories, maintenance works, and associated services. A purchasing committee is required to be established in each school, operating under the supervision of the school director. These committees receive a financial advance to facilitate their tasks, with the stipulation that all advances must be repaid before the end of the current fiscal year. The decision emphasizes the need for education directorates to be actively involved in overseeing the committees, ensuring optimal service provision, and timely completion of tasks. Accountants within education directorates play a crucial role in monitoring the utilization of funds, maintaining records for each school, and preventing any exceedance of allocated budgets. The responsibility for overseeing the repayment and settlement of advances lies with the education director and the administration accountant in the province. The details underscore the role of school principals in effective financial management and the responsible use of allocated funds.
According to the 2020 Decision No.443, governors are to manage handovers and terminations, grant bonuses and study leave, decide on absence justifications, reinstate employees, manage unpaid leave, issue health discharge decisions, terminate services, and approve the distribution of profits from school and industrial production. In terms of hiring teachers, it is rather done explicitly through open competitions by the Ministry of Education.
4.2. Assessment and accountability of school leaders
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 affirms that the Directorate of Education, under the supervision and follow-up of the Ministry of Education, evaluates the performance of those assigned to administrative tasks through the indicators of assignment criteria and performance indicators. The evaluations are submitted periodically, along with proposals, to the ministry every academic semester (art.55).
The 2015 Internal Regulations Project for Primary Education Schools mentions that the Director of Education is the official reference for the school principals of primary education schools, and they must direct all their correspondences and requests to him through the specialized assistant principal or the education supervisor. They are also allowed to directly correspond with the relevant administrative authorities in their local areas. However, they should send a copy of these correspondences to the Directorate of Education (art.61).
The 2005 Executive instructions of Legislative Decree No. 55 states that the supervising director's responsibilities include monitoring the institution's adherence to the approved curriculum, submitting quarterly reports on administrative, financial, and educational aspects, supervising extracurricular activities, ensuring compliance with laws and regulations, representing the supervisory authority in board meetings, and coordinating with the school's director to oversee the educational process. This multifaceted role aims to maintain the institution's commitment to quality education, legal compliance, and transparent reporting (108).
4.3. Teacher assessment by school leaders
The 2016 Internal Regulations for General Secondary Education Schools No.443/8 states that school principals evaluate the work of teachers and administrators in the school (art.32).
According to the 2015 Internal Regulations Project for Primary Education Schools school principals are mandated to submit essential data and statistics to the Directorate of Education within designated timeframes (art.62). Principals of schools encompassing grades 1-6 must generate two reports in which the first is a general report after the mid-term break, evaluating the performance of teachers and assistants and providing an overview of the overall teaching process (art.63). The school principal must oversee the organization of assessments conducted by teachers for students. The principal should review sample answers from students to ensure the accuracy of assessments and monitor the grading of assignments and exams provided by the teaching staff (art.64).
The 2005 Executive instructions of Legislative Decree No. 55 asserts that the supervising director oversees of both the implementation of the decree and executive instructions within the private educational institution. This role involves carrying out assigned tasks outlined in these instructions, and the supervising director operates from the premises of the educational institution. The director is the person appointed by the license holder as the manager of the educational institution, provided that the individual is qualified in education and is dedicated to the role on a full-time basis.
The supervising director is appointed by the minister to oversee compliance with regulations, while the director is the manager appointed by the license holder to run the educational institution, with a specific emphasis on being qualified and dedicated to the role.
