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 1996 Education Act uses the term “registrar” to mean a person who is empowered under an instrument of government to administer or manage an educational institution. The Act also mentions the term “principal” and “head teacher,” though neither are defined.
According to the Malaysian School Governance (MSG) Guideline, school leaders within the Ministry of Education Malaysia (MOE) refer to principals and headteacher or Pengetua dan Guru Besar (PGB), senior assistants, and middle leaders who are Educational Service Officers or Pegawai Perkhidmatan Pendidikan (PPP) on the leadership and management pathway, from preschool to form six college. They are responsible for the daily instructional leadership and operational management of the school.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2020 National Competency Standards for Malaysian School Leaders or Kompetensi Pemimpin Sekolah (KOMPAS) 2.0 is published by the Ministry of Education via Institut Aminuddin Baki (IAB), the main educational management institute in Malaysia which trains people to be future school leaders. These standards were developed in line with the Commonwealth School Leaders competency Framework and the Competency Framework for Southeast Asian School Heads. The KOMPAS 2.0 model consists of five (5) domains and 18 competencies. The domains are: Visionary, Instructional, Operational Resources, Personal Leadership Qualities, and Relationships. The competencies are: 1. Compliance with Education Acts, Regulations and Policies; 2. Translating the Ministry of Education's Vision and Mission; 3. Strategic Determination; 4. Instructional Focused Curriculum; 5. Cultivation of Research; 6. Comprehensive Monitoring; 7. Digital Ecosystem Cultivation; 8. Manage Multiple Data; 9. Managing Physical Resources; 10. Managing Educational Resources; 11. Developing Human Resources; 12. Managing Finances; 13. Managing Risk; 14. Integrity; 15. Excellence Orientation; 16. Entrepreneurial Orientation; 17. Self-Management and Social Skills; and 18. Build Networks and Connections.
The three main objectives of the development of KOMPAS 2.0 are to:
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Serve as a guide/reference for competency standards for school leaders in managing and leading educational organizations.
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Form the basis for training needs in building the capacity of school leaders through training needs analysis.
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Help school leaders monitor the development of their competency levels based on self-assessment profiles for their professional development.
The Malaysian Education Quality Standard or Standard Kualiti Pendidikan Malaysia (SKPM) is the Ministry of Education’s school standards which dictate the aspects that lead to the creation of satisfactory educational quality. Those applicable to school leaders include: “1) school leaders acts as a high-impact leader capable of mobilizing and driving the school community in an integrated manner to advance the school and improve the quality of learning and teaching; 2) The organization of the school is managed by taking into account the potential and needs of the staff, the availability of internal resources and utilizing external resources so that the school can function efficiently and effectively; and 3) The areas of curriculum, co-curriculum and sports, and student affairs are managed efficiently and effectively to ensure that the school functions as a learning institution in producing students who are balanced intellectually, spiritually, emotionally and physically”.
The Inspectorate and Quality Assurance Board improved 2013 SKPM with Malaysian Education Quality Standard (SKPM) Wave 2 or Standard Kualiti Pendidikan Malaysia (SKPMg2). However, in SKPMg2, there are only five standard domains. 1) Focuses on leadership, where the Principals and School Head (PGB) acts as a high-impact leader capable of mobilizing and driving the school community in an integrated manner to advance the school and improve the quality of Teaching and Learning (T&L). The leadership aspect includes the role of the School Head as a leader, mentor, and motivator; 2) Focuses on organizational management, where the school is managed efficiently, taking into account the potential and needs of the school community, as well as internal and external resource facilities, to enhance the effectiveness of the school's operations. The aspects covered in organizational management include human resource management, asset management, financial management, educational resource management, school climate, and strategic unity and cooperation management; 3) Focuses on curriculum, co-curriculum, and student affairs management, where these areas are managed efficiently and effectively to produce students who are balanced intellectually, spiritually, emotionally and physically, in line with the school's direction; 4) Focuses on learning and facilitation, where teachers act as effective facilitators of learning and teaching to holistically develop students' potential and ensure students achieve optimal performance consistently. The aspects covered in learning and facilitation include the role of the teacher as a planner, controller, coach, motivator, assessor, and the role of students as active learners; 5) Focuses on student outcomes in terms of academic achievement, co-curricular involvement, and character development.
The 2018 Implementation Guide for the National Professional Qualification for Educational Leaders (NPQEL), also developed by the Institut Aminuddin Baki (IAB), lists four domains (visionary, managing change, organizational excellence, and skills) and ten competencies (strategic thinking, leading change, decision making, problem solving, leading learning, capacity building, building relationships and networks, effective communication, leadership, and high personality) of which all school leaders must have. The competencies are measured with five levels of competence, level five being the most advanced.
The 2006 Malaysian School Principal Competency Standard or Standard Kompetensi Kepengetuaan Sekolah Malaysia (SKKSM) developed by the Institut Aminuddin Baki (IAB) was formulated based on the Rukun Negara (National Principles), Vision 2020, the National Education Policy, and the National Education Philosophy, as well as current education-related theories. SKKSM provides competency standards for in nine areas, which are: 1) Organizational Management and Leadership; 1) Curriculum Management; 3) Co-curriculum Management; 4) Student Affairs Management; 5) Financial Management; 6) Office Administration Management; 7) Environmental and Physical Facilities Management; 8) Human Resource Management and Development; and 9) External Relations Management. The first area, Organizational Management and Leadership, represents a broad and generic competency, while areas (2) to (9) are more specific depending on the relevant context.
Roles
Setting expectations/objectives: The 2018 Implementation Guide for the National Professional Qualification for Educational Leaders (NPQEL) states that “strategic thinking is a key component in the preparation of strategic management and the ability to track achievements (progress tracking). A visionary school leader needs to think broadly, deeply and far ahead in making decisions towards organizational excellence.” School leaders need to have the ability to lead the planning and implementation of strategic plans that coincide with the organization's mission, vision and values. One of the indicators in the 2018 IAB Standards and Practices for Educational Leaders is “clear direction”. Educational leaders must be strategic thinkers and have a clear vision and mission in setting school goals based on the school's key performance areas. This involves engaging the school community and stakeholders in setting the school's Key Performance Indicator (KPI), improving the school’s performance to a better and more holistic level, ensuring the quality of current exam results, analyzing the school’s needs, enhancing school infrastructure, resolving internal school issues, being aware of the latest Ministry of Education (MOE) policies and procedures (MEB 2013-2025, SKKSM, SKPMg2), involving students comprehensively, and instilling noble values among the school community through daily practices. The 2020 National Competency Standards for Malaysian School Leaders or Kompetensi Pemimpin Sekolah (KOMPAS) 2.0 makes clear that school leaders must align the school’s Strategic Plans/Action Plans/Operational Plans to achieve the MoE's vision and mission. The implementation is done together with members of the organization. At the highest level, they are able to revise the strategic plan as needed and challenge oneself to generate new ideas according to future needs.
Developing teaching and learning: As a “learning leader”, school leaders need to be competent as an instructional leader, supervisor and guide (coaching and mentoring). They also act as a role model, trainer and guide (coach) of futuristic learning management such as Learning and Facilitation teaching of the 21st century. School leaders must be able to build a planning and monitoring plan based on school data. They may build a plan to create a conducive learning environment and identify and propose intervention measures for improving learning. The 2018 IAB Standards and Practices for Educational Leaders calls for building and monitoring a positive culture and high expectations among school members to create a climate conducive to learning. As part of the “Instructional” domain of KOMPAS 2.0, school leaders are expected to lead instruction through assessment, supervision and guidance in line with curriculum goals (academic/co-curricular/personality) by focusing on the development of students' potential. To do this, school leaders may, for example, diversify strategies to improve curriculum performance, supervise and give feedback to improve teaching and learning as a whole, or spread widely the importance of instructional activities based on diverse student needs. They also must be able to plan, coordinate, prepare, maintain and utilize physical assets, facilities, and educational resources as described in the domain “operational resources”.
Promoting collaboration: The 2018 Implementation Guide for the National Professional Qualification for Educational Leaders (NPQEL) states that a principal or head teacher should be competent in building networks and linkages, have social awareness, negotiation skills and have an entrepreneurial culture. In building networks and connections, they are expected to build networks and maintain good relationships with stakeholders. The emphasis is on fostering collaboration both within the school and with external industry partners to create learning opportunities beyond the classroom. This aligns with the goal of preparing leaders who are socially aware, have negotiation skills, and promote an entrepreneurial culture. These skills are essential for leveraging external resources to benefit student learning outcomes. A good educational leader, according to the 2018 IAB Standards and Practices for Educational Leaders, communicates school goals effectively and sustains good cooperative relationships with school members and stakeholders, bridging the gap between school members and stakeholders to work together and meet student needs. This networking and interweaving may be done through technology and social media. The competency “Build Networks and Connections” is also a part of KOMPAS 2.0.
Supporting staff development: According to the 2018 Implementation Guide for the National Professional Qualification for Educational Leaders (NPQEL), school leaders should “lead the renewal process that is carried out continuously in the organization in terms of direction, structure and ability … to be able to stimulate a creative development process through a culture of continuous improvement.” Change leaders are also able to make decisions by identifying and solving problems based on data and organizational needs in addition to increasing motivation, efficiency, effectiveness and reducing conflict when implementing desired changes. School leaders should develop the potential of teachers and promote an effective teaching process. They are able to perform a needs analysis to identify staff strengths and areas for growth, allowing leaders to plan, implement, and evaluate professional development activities. The 2018 IAB Standards and Practices for Educational Leaders states that high-performing educational leaders focus on individual strengths, give feedback on what has been done, allowing the team to learn from mistakes. They act as a guide and mentor to their teachers through reflective practices that help them learn from their mistakes. As part of the “digital ecosystem cultivation” of KOMPAS 2.0, school leaders are expected to encourage school members to use digital resources, improve their ICT competence, and provide opportunities for courses/workshops/seminars to learn and practice digital-based instructional innovation. Under the competency “developing human resources”, school leaders must have “ability to plan, supervise and evaluate Continuous Professionalism Development (CPD) in developing the capacity of the organization's people”. Meeting their staff members emotional needs is a part of the competency “Self-Management and Social Skills”.
Acting in accordance with the ethical principles of the profession: Under domain four of KOMPAS 2.0, “Personal Qualities of Leadership”, school leaders are described as being able to apply and act honestly and trustfully according to jurisdiction and duties.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Every person who works as a school leader of an educational institution must be registered as such. According to the 2013-2025 Malaysia Education Blueprint, PGB selection is based primarily on the achievement of a minimum civil service grade and length of service. In order to apply online to attend the mandatory National Professional Qualification for Educational Leaders (NPQEL) programme, teachers must be in the middle or senior management/leadership team and have consistently secured more than 85% in their Annual Performance Evaluation Report (LNPT).
Specific terms include: “1) Has been promoted to Grade DG48 (for Principal candidates) or Grade DG41 (for Headmaster candidates); 2) Have a specialization in a certain field- Principal: General/Technical/Islamic Education, or Head Teacher: General/Chinese/Tamil; 3) Have at least three (3) years of experience serving as a Senior Subject Teacher/Senior Assistant (including Senior Assistants appointed administratively at SKM (B)/administrative positions at District Education Office (PPD), State Education Department (JPN), the Division, IAB, Teacher Education Institute or Matriculation College; 4) Have a remaining service period of at least five (5) years before retirement and; 5) Exceeding a satisfactory level of health (Paragraph 9, Service Circular No. 1 Year 2013).” The 2013-2025 Malaysia Education Blueprint, states that “the Ministry will move from a tenure-based selection criteria to one that is focused on the demonstration of leadership competencies. Every principal will also be required to complete the National Professional Qualification for Educational Leaders (NPQEL) at Institut Aminuddin Baki (IAB) before they can be appointed.”
Appointment decision
Applications for the NPQEL programme need to be supported by the principal of the applicant’s school as well as the district and approved by state education offices. The shortlisted candidates are interviewed and approved by the state education offices, which according to the 2013-2025 Malaysia Education Blueprint, are responsible for ensuring that high-performing leadership is placed in every school. The Institut Aminuddin Baki (IAB) is responsible for strengthening the selection criteria and the Principal/Headmaster succession planning process from 2013 and implementing the new Principal/Headmaster Career Package in stages, with high support and accountability to improve student success. The 2018 Implementation Guide for the National Professional Qualification for Educational Leaders (NPQEL) states that “The professional development of PGB candidates in the NPQEL program uses a talent management approach in which participants are identified, assessed, developed and appointed as high-performing novice PGBs in schools.”
Employment equity measures
The 2013-2025 Malaysia Education Blueprint recognizes that it "is important for students to have role models who are of different ethnicities, to properly reflect Malaysia’s diverse population, and to bridge the gaps between the ethnicities”. However, the Ministry does not set a ratio or quota for appointing male or female teachers, or for any race or ethnic group, as PGB. The selection is open to all qualified individuals, based on their outstanding performance and expertise.
Working conditions
The position of principalship is currently tenure-based. All PGBs are considered civil servants. The Ministry has also introduced the Excellent Principals and Headmasters Scheme or Laluan Pengetua dan Guru Besar Cemerlang (Excellent school leaders) track to create progression opportunities for high-performing school leaders, rewarding them with faster career advancement and incentives for working in challenging schools. Salaries are determined by the public service department based on grade level. The Council of Excellent Principals, or Majlis Pengetua Cemerlang, runs a mentoring programme for newly-appointed principals in every state, and frequently consults with the Ministry on issues pertaining to teachers and principals. According to the goals of the 2013-2025 Malaysia Education Blueprint, “Principals, assistant principals as well as subject and department heads will work in schools with adequate facilities and have a reduced administrative burden so that they can focus their energy on instructional leadership. They will enjoy exciting performance-based rewards including faster career progression and “extra credit” for successful deployment in under-performing rural schools.” School leaders are expected to enter into a professional partnership with their District Education Office or Pejabat Pendidikan Daerah (PPD), with input into their school’s annual performance targets, and enjoy greater transparency with regard to decisions affecting their school. Policy development is mostly conducted at the federal level or at the State Education Department or Jabatan Pendidikan Negeri (JPN), with principals regularly represented in meetings and through professional associations.
2.3. Leadership preparation and training
Pre-service training
The 2013-2025 Malaysia Education Blueprint and the National Education Policy call for the training of prospective principals and head teachers through the National Professional Qualification for Educational Leaders (NPQEL), the mandatory preparation programme for those aspiring to be school principals; it is based on the National Professional Qualification for Headship (NPQH) framework in England. The NPQEL programme focuses on ten competencies which are tested at the end of the programme. The National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB) is the country’s main leadership training and development centre. All new principals have to undergo the compulsory Principals’ Residency and Immersion Programme. The NPQEL programme takes 36 weeks to complete and is divided into six phases. There is a total of ten weeks of face-to-face sessions at IAB and 8 weeks of e-learning and 18 weeks in the field which consist of practicum and apprentice. This blended approach allows candidates to apply their learning in their school environments. The NPQEL 2.0 version, launched in 2018, focuses on developing ten core leadership competencies. The programme follows a 70:20:10 training and development delivery framework where 70% of the training is experience based learning, 20% through community engagement, and the final 10% through formal training, such as workshops.
Induction and in-service training
According to the 2013-2025 Malaysia Education Blueprint, in 1987, the Ministry introduced an induction programme, the Educational Management and Leadership Course or Kursus Kepimpinan dan Pengurusan Pendidikan (KKPP), to equip principals with the necessary skills during their critical first three years of leadership. Those who participate in the NPQEL programme are exempt from the KKPP course. Participants who pass and have been appointed as a principal or head teacher will follow the Immersion Program which helps them transition smoothly into their roles by offering mentoring and on-the-job learning. This ensures that they adapt to the demands of their leadership roles efficiently .. Under the Institut Aminuddin Baki (IAB), a wide range of courses and delivery methods for in-service training (including direct coaching and mentoring) have been developed. Principals are required by the ministry to attend five days of training per year. This training can include a variety of delivery methods, such as direct coaching and mentoring. Additionally, principals who are underperforming receive targeted support and training to help them improve their performance.
The National Education Policy states that an Educational Management and Leadership Improvement Training Programme is in place for principals and head teachers. There is also a transition option for principals who consistently underperform. As with teachers, under-performing principals will receive training and support to help them get back on track.
3. Teachers, parents and students
3.1. School management committees and boards
National schools in Malaysia are managed directly by the Ministry of Education through the school head (PGBs). PGBs are officers in the Education Service appointed by the Director General of Education responsible for administering or managing educational institutions. Only private educational institutions and national-type schools (not national schools) have a form of governance similar to a school management committee. According to Malaysia’s 1996 Education Act, the instrument of government for these schools is comprised of a school board of governors (or a board of managers) with a chairman. The powers, functions and duties of the board are determined by the school board in the school board charter.
3.2. Middle leaders
The 2018 Implementation Guide for the National Professional Qualification for Educational Leaders (NPQEL) defines middle school leaders as “a group of leaders who perform a role between senior management and teachers to ensure effective learning”. Middle leaders play an important role in helping the school's top management to develop the school. To become a middle leader, teachers must attend the Middle Leader Leadership Course (LCML), a course designed to develop the competence of middle leaders in schools particularly in areas like team leadership, curriculum implementation, and student outcomes. The LCML prepares middle leaders to take on responsibilities such as leading departments or curriculum areas, enabling them to play a crucial role in the school’s overall leadership structure.
3.3. Parents
It is mandatory for every school to develop its own prospectus to provide parents with information on school aspirations, rules and operations, giving parents a sense of shared responsibility. Parent-Teacher Association are referred to as Persatuan Ibu Bapa dan Guru (PIBG). The PIBGs provide input on school-based management matters, as well as creating and distributing parent toolkits to support student learning. The 2013-2025 Malaysia Education Blueprint states that from 2016 onwards, the role of PIBGs has shifted to be more towards working collaboratively with school leadership to improve student outcomes. Specifically, PIBGs will be “invited to provide input on how the school can make the national curriculum more relevant to the needs of the local community, and to provide feedback on the quality of teaching and learning experienced by their children. PIBGs and school leaders will then work together to define solutions for the
identified issues.” They engage in governance, help with resource management, and actively contribute to school programmes Furthermore, PIBGs may also help enhance the effectiveness of school activities and programmes in areas such as governance, funding (donations), manpower (chaperones, coaches), and sharing expertise. Within the PIBG, a support network called the Parents Support Group (PSG) will be put in place among parents to learn and share best practices in working with and supporting their children in the learning and growing process.
3.4. Students
In Malaysia, the school's prefects run and manage the Prefectorial Board. The selection process varies between schools, with some using teacher recommendations, student votes, or both. Prefects act as role models, maintain discipline, and represent the student body in various school events and initiatives. The Ministry of Education (MOE) via Bahagian Pengurusan Sekolah Harian (BPSH) has established a comprehensive guideline for school prefects, which is used across schools in Malaysia. This guideline outlines the vision, mission, and objectives of the school prefect system, providing a clear structure for the Prefectorial Board. Key positions, such as the head prefect, assistant head prefect, secretary, and treasurer, are defined along with their specific roles. Some schools have introduced student councils to represent student interests. Typically, they are involved in organizing events and providing feedback on school policies and activities.
As per Surat Pekeliling Ikhtisas Bil. 9/1975, school prefects play a crucial role in maintaining discipline. They assist teachers by managing classroom activities, organizing school events, and helping with administrative tasks. Prefects also mediate minor conflicts among students, contributing to a harmonious school environment by resolving issues early.
4. Governance
4.1. Autonomy of school leaders
According to the 2013-2025 Malaysia Education Blueprint, “all principals in Malaysia possess the autonomy to shape the learning environment of their respective schools. Whilst the national curriculum is fixed, principals have the freedom to guide their schools to select co-curricular activities and elective subjects. Principals of High Performing Schools are granted additional flexibility to dictate contact hours for each subject and to introduce additional examinations.” Goals of the blueprint includes ensuring that school leaders have operational flexibility commensurate with their school’s performance on matters such as curriculum timetabling and budget allocation.
4.2. Assessment and accountability of school leaders
The 2013-2025 Malaysia Education Blueprint states that previously, principals self-determined their training needs and which courses to attend. They self-assessed their development needs online according to the IAB’s leadership model, School Leadership Competency, or Kompetensi Pemimpin Sekolah (KOMPAS), and then use the information to guide their choice of courses. According to KOMPAS 2.0, school Leaders are given a period of three (3) months to answer KOMPAS 2.0 from June 1st to August 1st every year.
4.3. Teacher assessment by school leaders
PGBs evaluate their staff members by referring to the Malaysian Education Quality Standard or Standard Kualiti Pendidikan Malaysia Gelombang 2 (SKPMg2) as a guideline. SKPMg2 consists of five components: 1. Leadership; 2. Organisational management; 3. Curriculum, co-curriculum, and student affairs management; 4. Learning and Facilitation; and 5. Student Outcomes. Based on this guideline, school principals then use the Integrated Assessment for Educational Service Officers or Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan (PBPPP) as a tool to assess teachers' performance. In alignment with this framework, principals are responsible for the day-to-day supervision and formative evaluation of teachers. They conduct classroom observations, perform needs analyses, and provide feedback to teachers to support their professional development. where principals assess teachers based on their teaching practices, professionalism, and their contributions to student outcomes . The PBPPP system is overseen by the Ministry of Education. It formalizes the evaluation of teachers across schools. This summative evaluation process involves not only school-based assessments (conducted by principals and other senior staff) but also follows a national framework that ensures consistency. The Ministry provides oversight and guidelines to ensure that teachers meet performance standards, and underperforming teachers are supported through professional development .
This profile was reviewed by Mr. Ahmad Faiq bin Ramli, Programme Officer of the Malaysian National Commission for UNESCO; Dato' Haji Abdul Muie Bin Ngah, Director of the Daily School Management Division (BPSH); Dr. Nor Saidatul Rajeah Binti Zamzam Amin, Director of the Educational, Planning, and Research Department (EPRD); Mr. Haji Md Rahaimi bin Rashid Yaacob, Head of Centre of the Aminuddin Baki Institute; and Dr. Donnie Adams of the University of Melbourne, Australia.
