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 Principal Handbook uses the term “principal” and defines it as defines a principal as “the pilot of the school management and he/she should be a humanistic person with knowledge, experience and creativity”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Sri Lanka has prepared the National Competency Framework for School Leadership Management (NCFSLM), a robust strategy to ensure the ongoing growth and enhancement of school leadership for qualitative development across all schools in the country. This integrated framework encompasses four significant domains of leadership and management: qualitative school administration, positive school management, productive school management, and qualitative learning outcomes. The framework is structured with a comprehensive set of 64 standards, delineating the qualitative aspects of school leadership and management.
Roles
Setting expectations/objectives: According to the National Competency Framework for School Leadership Management (NCFSLM), school principals are envisioned as leaders who embody three key roles: instructional leadership, inspirational leadership, and managerial leadership. School principals are responsible for setting the vision and direction for the school, and for predicting and preparing for future educational trends and challenges, ensuring that the school remains relevant and effective in meeting its objectives.
Developing teaching and learning: According to the National Competency Framework for School Leadership Management (NCFSLM), school principals are responsible for guiding curriculum development and implementation, monitoring teaching quality, and ensuring students receive high-quality education.
Promoting collaboration: According to the 1996 Protection of Rights of Individuals with Disabilities (amended in 2003), it is the responsibility of school building engineers, principals, and education authorities to ensure the provision of accessible facilities in various school areas. This includes schools, classrooms, principal's offices, libraries, playgrounds, laboratories, sanitary facilities, and other relevant spaces.
According to the National Competency Framework for School Leadership Management (NCFSLM), school principals are responsible for gathering and analyzing information relevant to the school's performance, sharing critical updates and developments with staff and students, and communicating its achievements and needs to the public and higher authorities. Furthermore, they are responsible for maintaining relationships with external stakeholders, including parents, the education ministry, and the broader community.
Supporting staff development: According to the National Competency Framework for School Leadership Management (NCFSLM), school principals are responsible for creating a motivating and positive environment that encourages teaching staff to strive for excellence.
Acting in accordance with the ethical principles of the profession: No explicit information is found regarding the key practices of school principals that relate to the key practices of school principals that relate to integrity, respect, trust, fairness, transparency and honesty.
The 2020-2025 General Education Sector Development Plan aims to implement a code of ethics for school principals by the end of 2025.
Others: According to the National Competency Framework for School Leadership Management (NCFSLM), school principals represent the school at official functions and ceremonies.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2014 Sri Lanka Principals' Service (SLPS) minutes outline specific educational qualifications and teaching experience requirements for individuals aspiring to hold positions within the Sri Lanka Teachers Service. These stipulations emphasize both formal education and relevant teaching experience as essential criteria. First, candidates must hold a Bachelor of Education degree from a university recognized by the University Grants Commission (UGC) or from the National Institute of Education. Alternatively, individuals who possess a degree in any other subject area recognized by the UGC must also have either a Post Graduate Diploma in Education or a Trained Teacher Certificate to meet the required qualifications. A third option is available for those who hold a National Diploma in Teaching or a Trained Teacher Certificate, providing further flexibility in the qualification pathways.
In addition to the educational requirements, candidates must demonstrate a minimum level of professional teaching experience. Those who meet the qualifications under the first two categories—either with a Bachelor of Education or a degree combined with a diploma or certificate—must have completed five years of satisfactory service within the Sri Lanka Teachers Service. Furthermore, these individuals must have consistently earned all salary increments due to them during this period, indicating both competence and satisfactory performance. For candidates who fulfill the qualifications under the third category, with a National Diploma in Teaching or a Trained Teacher Certificate, the required duration of satisfactory service is six years. Like the other groups, these candidates must have earned all their salary increments, reflecting their continued progress and contribution to the teaching profession.
Appointment decision
According to the 2014 Sri Lanka Principals' Service (SLPS) minutes, recruitment of principals is based on limited competitive written examination comprising three question papers for comprehension, case study on school administration, and aptitude and general knowledge with general and structured interview. General Interview is based on the aggregate of marks obtained at the written examination, candidates constituting twice the number of vacancies in the order of merit of the highest marks will be called for the general interview. Those who are found to be eligible from such an interview will be called for the structured interview. Structured Interview is based on a presentation outlining topics with regard to Role of the Principal has to be made.
Similarly, according to one of the recent advertisements for the recruitment into Sri Lanka Principal Service (Grade 3), the selection of school principals is based on the competitive examination.
According to the 2020-2030 National Education Policy Framework, the central government is responsible for providing incentives to boost attendance, oversees national schools, manages human resources, and facilitates professional development for teachers and principals. The central government is also tasked with conducting examinations and overseeing specialized services like special and non-formal education. Implementing these services involves collaborative efforts between central and provincial staff, functioning within a structured matrix. This matrix includes the Provincial Department of Education, Zonal Education Offices, Divisional Education Offices, and schools. Provincial Councils play a crucial role in employing and deploying education administrators, principals, and teachers, while Zonal authorities are responsible for transferring and deploying principals and teachers within the respective zones.
Employment equity measures
No explicit information is found regarding the measures to address the under-representation of minority groups in school leadership positions in pre-primary, primary and secondary education.
Working conditions
The 2014 Sri Lanka Principals' Service (SLPS) minutes mandate that officers in the Sri Lanka Principals Service must fulfill their duties in approved positions within both national and provincial schools. When an officer is selected to serve in a provincial public service position, their assignment is considered a temporary release from their primary duties, allowing them to serve within the provincial framework. The duration of this temporary service is not fixed but rather determined through mutual agreement between the relevant Provincial Authority and the Appointing Authority. This arrangement takes into account various factors, such as service needs, staffing requirements, and other operational considerations, reflecting a flexible approach aimed at addressing specific service demands while maintaining staffing balance across educational institutions.
One of the 2019 National Policy for Preschool Education strategies is to institute a formalized recognition and reward program designed to acknowledge and honour distinguished early learning leaders, teachers, and educational centres that have demonstrated exceptional proficiency in teaching and learning, coupled with innovative practices.
The 2020-2025 General Education Sector Development Plan aims to implement a scheme for the provision of special incentive packages or special allowances for teachers and principals serving in difficult and very difficult area schools. The plan also aims to provide desktop computers, printers, and connectivity for administrative purposes for school principals. Furthermore, the plan aims to conduct the ‘Guru Prathibha’ programme, which is a programme to award the best performing teachers, principals, and schools by the end of 2025.
According to the 2022 Public Administration Circular, substantial revisions have been made to the salary scales of the Sri Lanka Principals' Service (SLPS), Sri Lanka Teacher Advisors' Service (SLTAS), and Sri Lanka Teachers' Service (SLTS). Specifically, remuneration has been delineated for principals for 39 years, encompassing three distinct grades. The prescribed salaries for these grades are Grade 3 - LKR 42,175, Grade 2 - LKR 48,685, and Grade 1 - LKR 58,345.
2.3. Leadership preparation and training
Pre-service training
The 2014 Sri Lanka Principals' Service (SLPS) minutes stipulate that all newly recruited officers must undergo a mandatory induction training program focused on school management, which lasts for a period of one month and is organized by a designated training institute as determined by the Secretary of the Ministry of Education. Successful completion of this training involves passing both written and practical assessments conducted at the end of the program. Failure to meet these requirements leads to the officer's reversion to their previous position in the Sri Lanka Teachers Service.
Furthermore, one of the 2019 National Policy for Preschool Education strategies is to establish a process for accreditation of pre-service programs offered to the preschool education workforce.
Induction and in-service training
According to the 2014 Sri Lanka Principals' Service (SLPS) minutes, capacity development training programs are conducted for principals for their career enhancement.
The 2019 National Policy for Preschool Education endeavours to implement an induction and orientation program for public officials assuming roles with preschool-related responsibilities. Additionally, the Policy seek to advocate for investments in strategically coordinated and targeted in-service preschool education workforce development initiatives, emphasizing pedagogical coaching and experiential learning methodologies.
While the 2020-2025 General Education Sector Development Plan does not explicitly outline pre-service or in-service training for school principals, its overarching goal is to enhance leadership skills and management practices among principals and education officers. The plan aims to conduct training for principals, deputy principals, and provincial, zonal, and divisional officers on instructional leadership across 600 schools within the five-year period from 2020 to 2025. The plan is geared towards fostering improved leadership capabilities within the educational leadership cadre. It envisions the creation of an e-instruction manual designed for children, teachers, and principals, providing comprehensive guidance on navigating emergencies, and offering insights into appropriate actions, safety protocols, and prescribed cleaning procedures within school premises and beyond. Furthermore, as outlined in the plan, professionals from the Sri Lanka Education Administrative Service (SLEAS), Sri Lanka Teacher Educators Service (SLTES), National Institute of Education (NIE) staff, and principals will be given opportunities to pursue postgraduate degree qualifications in education fields at nationally and internationally recognized universities.
Similarly, the 2022-2032 Proposals for General Education Reforms do not explicitly mention pre-service or in-service training of school principals. However, the 2022-2032 Proposals for General Education Reforms emphasize the importance of providing continuous training facilities to teachers and staff categories. Similarly, according to the 2020-2030 National Education Policy Framework, which mandates the review, rationalization, and restructuring of the school system alongside concurrent enhancements in governance and management, the Ministry of Education aims to implement a School-based Management System (SBM) in a phased approach. This initiative is designed to empower schools as distinct entities. The Ministry of Education aims to undertake comprehensive training programs for all principals and teachers, ensuring their proficiency in applying the SBM system. The Framework also strategizes to conduct training programmes for teachers, in-service advisors (ISAs), and principals to update their knowledge and skills about special and inclusive education and how to adapt the age-appropriate curricula for teaching and training of children with special education needs (SEN).
Furthermore, the National Competency Framework for School Leadership Management (NCFSLM) stresses the importance of continuous improvement and professional development for principals. This includes participating in training programs, workshops, and seminars to enhance leadership skills and stay updated with the latest educational trends and practices. By continually improving their competencies, principals can better lead their schools towards achieving their educational goals and adapting to changing educational landscapes.
3. Teachers, parents and students
3.1. School management committees and boards
Aligned with the 2019 National Policy for Preschool Education's vision, the National Coordination Committee (NCC) aims to establish the Early Learning Advisory Committee (ELAC) to provide essential counsel, guidance, and support to the central ministry for children's affairs in implementing the policy effectively. The ELAC, composed of ex officio members, includes the ministry's secretary for children's affairs as Chairperson and the Director of the Children's Secretariat as Secretary. It also incorporates representatives from crucial bodies like the National Education Commission and Finance Commission and relevant executive-level representatives from ministries overseeing Education, Finance, Health, Social Services, and Provincial Councils. Directors of Provincial Regulatory Authorities, the Director General of the Department of National Planning, the Director General of the Plantation Human Development Trust or their executive-level counterparts contribute to the committee's diverse composition, ensuring a comprehensive and collaborative approach to policy implementation.
The 2020-2025 General Education Sector Development Plan aims to establish a 'National Professional Council for Education (NPCE)' tasked with accrediting educational professionals under the purview of the general education ministry.
The 2020-2030 National Education Policy Framework does not explicitly prescribe the composition of school management boards. However, it mandates collaborative efforts between the Ministry of Education, Provincial Ministries/Departments of Education, and Zonal Education Offices to implement measures for establishing School Management and Development Boards (SMDBs) following constitutional provisions. This initiative seeks to provide systematic assistance and guidance to school principals, enhancing quality and standards. The introduction of SMDBs is intended to elevate transparency and accountability in school management. Furthermore, the Ministry of Education and Provincial Ministries/Departments of Education, facilitated by Zonal Education Offices, aspire to fortify School Development Committees (SDCs) within Schools Development Societies (SDSs). Special provisions will be introduced to support smaller schools with limited resources, fostering a tripartite alliance encompassing teachers and administrators, parents and students, and the broader community. This collaborative endeavour aims to streamline management processes and facilitate the progressive development of such schools.
To strengthen the capacity of provincial-level education administration, the 2022-2032 Proposals for General Education Reforms aspire to establish a school administration board for each education division to guide the division's operational endeavours. The composition of the board is stipulated to include two high school principals, two school principals from other schools within the designated area, selected on a rotational basis for one-year tenure, a deputy director from the zone, three instructional support associates (ISAs) representing diverse subject areas, one public health inspector (PHI), the divisional secretary or a designated nominee, and an officer specializing in the field of agriculture. The board's proceedings shall be presided over by the deputy director of the zone.
Furthermore, In the pursuit of effecting a comprehensive reorganization within the Ministry of Education, the Proposals delineate a multifaceted approach:
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Establishing an advisory board is emphasized, with the specific mandate to counsel the Minister of Education on education management and development matters in Sri Lanka. The Proposals advocate for creating a committee on education administration within the Ministry of Education, wherein the Minister of Education assumes the role of chairperson.
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A steering committee on education reforms and implementation is proposed, with the Minister of Education as its chairperson. Collectively, these organizational components aim to engender a more strategic and operationally effective governance framework within the Ministry of Education.
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The Proposals extend their ambit to encompass the establishment of a specialized board dedicated to the administration, professional development, and certification of personnel within the teacher, principal, and educationalist services.
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To ensure the enduring stability of education policies, programs, and systems, the Proposals envisage the formation of an advisory board. This advisory board is envisioned to consist of eminent individuals from education and related fields, offering guidance and collaborative engagement at the top leadership of the Ministry of Education.
3.2. Middle leaders
The 2014 Sri Lanka Principals' Service (SLPS) minutes delineates middle-level management roles, thereby facilitating career advancement opportunities for teachers. Additionally, the number of middle-level managers is determined by number of students, ensuring that management resources are aligned with the needs of the student population.
The 2020-2030 National Education Policy Framework endeavours to institute the Sri Lanka Teacher Council (SLTC) to ensure and enhance the quality and standards within the teaching profession. Furthermore, the SLTC is designed to safeguard the rights of teachers and allied categories. The proposed composition of the SLTC is envisioned to include an esteemed educationist as the Chairperson, representatives from various teaching services such as Sri Lanka Teachers' Service (SLTS), Sri Lanka Principals' Service (SLPS), Sri Lanka Teacher Educators' Service (SLTES), Sri Lanka Teacher Advisors Service (SLTAS), and Sri Lanka Education Administrative Service (SLEAS). Additionally, the council will feature representatives from universities' faculties and education departments, public and private educational institutes professionals, and retired distinguished educationists.
3.3. Parents
As outlined in the Education Ministry’s Circular No. 26/2018, which focuses on guidelines for planning and procurement related to qualitative, quantitative, and structural school development, both the School Development Society (SDS) and the School Development Executive Committee (SDEC) include representatives from the parent body.
The 2019 National Policy for Preschool Education does not mention parent-teacher associations. However, it advocates the promotion of preschool development committees, positioning them as platforms for parents and other primary caregivers to participate actively in decision-making processes and goal-setting for preschool management. Moreover, the Policy aims to promote and facilitate national and provincial public awareness campaigns. These campaigns are designed to influence parents' attitudes, values, and behaviours, familial parent surrogates, and service providers concerning early childhood development (ECD) and preschool education. Simultaneously, there will be a focus on facilitating and reinforcing comprehensive national and provincial-level family and community engagement programs.
Similarly, the 2020-2030 National Education Policy Framework does not mention parent-teacher associations. However, it emphasizes a tri-patriate alliance among principals and teachers, students, and parents/communities for the management of schools.
3.4. Students
No specific reference to student councils is found in legislation, education policies and plans.
4. Governance
4.1. Autonomy of school leaders
According to the National Competency Framework for School Leadership Management (NCFSLM), school principals ensure that financial, human, and material resources are effectively distributed to support the school's goals.
In the context of school-based management (SBM), school principals are granted significant autonomy and authority to make critical decisions that directly impact the school's operation and development, while certain controls still remain with higher authorities. The 2023 Circular No. 54 outlines specific areas where principals hold key decision-making powers, reflecting an enhanced level of autonomy in managing school affairs.
For instance, principals are empowered to oversee the creation and implementation of the School Annual Implementation Plan (AIP), which includes the development of a five-year strategic plan and the formulation of the annual budget. This gives them control over both short-term and long-term planning, allowing for more tailored approaches to school needs and priorities. Principals are also granted authority over pedagogical methods, allowing them to shape instructional strategies that best suit their school’s context and student needs.
In addition to their planning and instructional oversight, principals have the authority to design and allocate resources for School-Based Professional Teacher Development (SBPTD). This involves addressing specific teacher development needs and aligning professional growth efforts with the goals of improving student learning outcomes. Moreover, they are tasked with promoting Socio-Emotional Learning (SEL) skills, an increasingly important aspect of modern education aimed at fostering emotional intelligence and well-being among students.
Principals are also entrusted with the significant responsibility of hiring academic staff, when necessary, further reinforcing their role as key decision-makers in managing human resources. This hiring authority allows principals to directly influence the quality and expertise of their teaching staff, ensuring alignment with the school's educational goals.
In terms of student admissions, principals are granted the authority to admit students into Grade 1 based on the 2022 Instructions provided by the Ministry of Education. The same protocols apply to the admission process for Grades 2 and advanced level students, giving principals a significant role in managing student intake across various levels of education.
4.2. Assessment and accountability of school leaders
To actualize the policy of reviewing, rationalizing, and restructuring provincial education systems concurrently with improving governance, management, and the resource base, the 2020-2030 National Education Policy Framework recommends that the State, in collaboration with the Ministry of Education, undertakes measures to appoint Directors of Provincial Departments of Education. This strategic step creates a transparent line of command, delineating specific responsibilities. The overarching goal is to strengthen communication and command channels between the Ministry of Education and Provincial Authorities, facilitating the seamless execution of national policy, strategies, and general education programs. Moreover, the Ministry of Education and Provincial Ministries of Education will ensure that Provincial Directors of Education have a dual reporting obligation—to the Ministry of Education and their respective Provincial Ministries of Education. This dual reporting structure is strategically implemented to enhance accountability and coordination in implementing educational policies and programs effectively.
The 2022-2032 Proposals for General Education Reforms aspire to streamline performance reviews of teachers and principals.
4.3. Teacher assessment by school leaders
The National Competency Framework for School Leadership and Management (NCFSLM) outlines key indicators for evaluating teacher performance. For instance, it emphasizes the importance of maintaining up-to-date records of teachers’ qualifications in the school administration system and the Education Management Information System (EMIS). Similarly, the Quality Development of the Process of School System of Education Guidelines on National Education Standards provides specific indicators focusing on the management of physical and human resources, particularly teacher performance evaluation and professional development. These indicators serve as benchmarks for assessing and improving teacher competencies, ensuring that they meet the expected standards. School principals are required to conduct internal evaluations based on these indicators. Additionally, school principals are expected to design a School-Based Professional Teacher Development Annual Plan. This plan is intended to address teacher development needs, directly tied to student learning outcomes.
