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 2023 Basic and Senior Secondary Education Act distinguishes between a head teacher, in the case of a primary school, and a principal, in the case of a secondary school, both of which “shall have the primary responsibility for the day-to-day administration of his school or centre, supported by colleague teachers/facilitators and other staff” (Article 42). According to the Act, a primary school in which more than one teacher is employed shall have a head teacher and a secondary school shall have a principal (or centre coordinator in the case of a community education centre). The head teacher or principal is the “administrative and professional head of the school and shall be fully accountable to his employers” (Article 56). Head teachers are assisted by a deputy head teacher and senior teachers, while principals are assisted by a vice principal and heads of departments or senior teachers. A school manager is defined, in the case of a school managed by a proprietor, as the proprietor, and in the case of any other school, the person appointed by the proprietor to be the responsible local representative of the proprietor.
The 2020 Policy on Teacher-Employer Relations similarly clarifies that a principal/head teacher manages the institution and helps establish/cultivate institutional ethos. The deputy principal/deputy head teacher supports the functions of the school head.
The 2017 Professional Standards for Teachers and School Leaders distinguish between school leadership and management. Leadership is understood as the ability to accomplish tasks or goals through voluntary support and followership of others. Leadership further entails giving visionary and imaginative strategic direction to a group and organization, and contrasts with management which focuses on the maintenance of ‘due processes’ and carrying out established functions. Management is defined as the practice of carrying out relevant functions required for the survival and accomplishment of the stated goals of an organization.
The term school leader is also used to refer to school heads in government documents. According to the 2019 Code of Conduct for Teachers and Other Education Personnel, the school leader is the embodiment of the profession at the school level and is expected to provide professional leadership to the teaching and non-teaching staff and manage financial, material and human resources of the school.
According to the 2020 National Teacher Policy, owners of education institutions rely on school leaders, administrators, and managers for the smooth operation of these institutions and to achieve expected results consistently. Leaders, administrators, and managers are usually teachers who have been appointed to management positions, with the responsibility to administer prescribed rules and regulations for good practice and for efficient use of available resources. At the same time, they exercise their managerial functions on behalf of those who own the education institutions. This means that school leaders, managers, and administrators act on behalf of owners of education institutions as they oversee the professional work of teachers within the prevailing rules and regulations, while they also have a duty to administer and manage education institutions in ways that facilitate effective and efficient execution of the functions of teachers, whilst respecting the rights and entitlements of teachers.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2017 Professional Standards for Teachers and School Leaders were developed and published by the Sierra Leone Teaching Service Commission as a statutory requirement of the 2011 Teaching Service Commission Act. The professional standards provide the framework for nationally accepted requirements of teacher and school leader competencies in terms of knowledge, skills, ethics, and values. There are 5 professional standards and 49 sub-standards for school leaders identified. School leaders in charge of schools who fall short of the professional standards will be designated as auxiliaries and it will be up to the Teaching Service Commission; the Ministry of Basic and Senior Secondary Education and critical stakeholders to agree on a period of grace that will be allowed for such individuals and school leaders to remedy their deficiency.
The roles and associated responsibilities and functions of head teachers/principals and deputy school heads (Deputy Head Teacher / Vice-Principal) are further outlined in the 2023 Basic and Senior Secondary Education Act, 2019 Code of Conduct for Teachers and Other Education Personnel 2020 Teacher Management Policy and 2020 National Teacher Policy. Other national policies, such as the 2023 Comprehensive School Safety Policy, also include roles and responsibilities for head teachers/principals.
Roles
Setting expectations/objectives: According to the 2017 Professional Standards for Teachers and School Leaders, school leaders should have an articulated school vision, a list of core school values, and a mission of how to accomplish the school vision publicly displayed to inspire learners, colleagues, parents and other stakeholders. The 2023 Comprehensive School Safety Policy further highlights that school leaders must ensure that relevant provisions on school safety are integrated into the School Development Plan. According to the 2020 National Teacher Policy, school heads are responsible for the overall strategic and operational control of the school with the primary role being to create an environment that is safe and conducive to learning.
Developing teaching and learning: School leaders are responsible for monitoring, evaluating, and renewing the strategies for delivering learning activities and programmes in the school and the assessment of these programs and activities, as defined in the 2017 Professional Standards for Teachers and School Leaders. They must periodically conduct a SWOT analysis of the school and take constructive steps to boost opportunities and strengths while minimizing threats and weaknesses. School leaders are also expected to demonstrate knowledge and capacity to ensure the effective implementation of various teaching-learning methods, such as lesson plans, lesson delivery, teaching methods, individualized teaching practices, instructional aids, educational technologies, and classroom organisation and management.
The monitoring and evaluation of learning assessments is also included in the standards. School leaders are explicitly expected to assess the learning activities and programs of the school, with special attention to marking schemes, assessment strategies, validity and reliability of assessments, matching assessments with learning objectives, administration of assessments, fairness of assessments, and acting on the outcome of assessments. They must also keep records of learner performance in the various programmes.
According to the 2020 Teacher Registration and Licensing Policy, head teachers/principals must additionally ensure the adequate implementation of the curriculum /syllabus and their actual coverage; the availability and appropriate use of learning materials/resources by teachers; and a conducive teaching and learner-friendly environment in the school. The 2019 Code of Conduct for Teachers and Other Education Personnel further highlights that the head of a school is responsible for maintaining high educational standards in the school.
The 2020 National Teacher Policy also states that school heads must ensure that teachers deliver lessons in line with accepted practice, including the use of lesson plans, textbooks and other pedagogical materials as required.
Promoting collaboration: The 2017 Professional Standards for Teachers and School Leaders define school leadership standards related to engagement with colleagues, parents and guardians. School leaders are expected to entrench participatory systems that give all stakeholders a voice in the management of the school and command a system that generates peace, tranquillity, enthusiasm, and team spirit in the school. They must involve parents and guardians in educational matters and communicate with parents and guardians on school issues and matters affecting the well-being of students. Similarly, the 2019 Code of Conduct for Teachers and Other Education Personnel highlights that the head of a school shall work collaboratively with all stakeholders to achieve the vision of the school and provide instructional leadership. According to the 2023 Comprehensive School Safety Policy, school leaders are additionally responsible for exercising oversight of school safety.
Supporting staff development: According to the 2021 School-Based Management: Training Manual, the head teacher is directly responsible for teacher management which is done in accordance with the 2023 Basic and Senior Secondary Education Act of Sierra Leone, relevant labour laws and regulations and the 2019 Code of Conduct for Teachers and Other Education Personnel. The 2020 Teacher Development and Performance Policy similarly states that school leadership and management should provide formal and informal support, supervision, counselling, feedback, and mentoring for teachers. School heads are expected to carry out all teacher/ human resource management at the school, in liaison with the Teaching Service Commission, including teachers’ learning and professional development. According to the 2020 Teacher Registration and Licensing Policy, school leaders/heads are similarly responsible for the effective supervision of teachers and teaching-learning activities and appropriate mentoring of new teachers on induction. The 2017 Professional Standards for Teachers and School Leaders further set standards for school leaders to support the professional development of staff; and provide leadership, inspiration and support to all teachers in the school to effectively plan and design their learning experiences.
Acting in accordance with the ethical principles of the profession: One of the standards set in the 2017 Professional Standards for Teachers and School Leaders is for school leaders to have high moral and ethical status. They are also expected to be an epitome of professionalism with exemplary records in terms of professional ethics, good citizenship, tolerance, constructive criticism, open-mindedness, and professional independence; and have a pleasant personality that inspires and motivates learners, colleagues, and other stakeholders. According to the 2019 Code of Conduct for Teachers and Other Education Personnel, a school leader is additionally bound by the Code of Conduct, which includes explicit provisions on work ethics, and shall set a good example in strict compliance with all provisions of the Code of Conduct.
Others: Several additional roles of head teachers/principals are outlined in the 2017 Professional Standards for Teachers and School Leaders, 2020 Teacher Management Policy and 2020 National Teacher Policy. Some include ensuring adherence to policy guidelines and maintenance of teaching standards, managing and controlling school finances and assets, procuring goods and services in line with public procurement guidelines, ensuring that the school’s facilities are maintained in good order, reporting incidents and claims of breach of the code of ethics, and leading the school to excel in diversity among learners, inclusive education, and treatment of students with special needs. According to the 2023 Comprehensive School Safety Policy, school heads must be a “lever of inclusivity” as championed in the Education Act, 2021 Radical Inclusion Policy, 2011 Persons with Disability Act, and Gender Equality and Women’s Empowerment Policy.
According to the 2021 Radical Inclusion Policy, all policy objectives and activities listed can only happen under effective school management and leadership from the Board, Management Committees, principals and head teachers, which will be supported and equipped to support the implementation and delivery of policy goals. Principals are also explicitly forbidden from acting as a barrier to a girl’s retention in school during pregnancy or return to school after delivery or miscarriage.
The 2023 Basic and Senior Secondary Education Act further states that the head teacher is responsible for the day-to-day administration of the school.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Head teachers and principals must possess certain minimum academic qualifications to qualify for their leadership position, as stated in the 2017 Professional Standards for Teachers and School Leaders. A head teacher of a pre-primary and primary school must possess a bachelor’s degree in education or a degree in other fields plus a postgraduate diploma in education as a minimum. Principals of junior or senior secondary schools must possess a master’s degree in education or master’s degree in other fields plus a postgraduate diploma in education. Both head teachers and principals must additionally possess a certificate in School Leadership approved by the Teaching Service Commission, in addition to a certificate of professional registration and teaching license issued by the Teaching Service Commission, as described in the 2023 Basic and Senior Secondary Education Act and Teacher Registration and Licensing Policy. According to the 2020 National Teacher Policy, the minimum academic qualification for registration as a professional teacher is the Teachers’ Certificate or its equivalent. Any qualification lower than this cannot qualify a person for registration.
Furthermore, they must meet the provision of the Professional Standards for Teachers and the Professional Standards for School Leaders and have attained the career position of “Highly Accomplished Teacher”, the third stage of professional growth on the teacher’s career path as specified in the teachers’ career path prior to appointment as Head Teacher or Principal. The “Highly Accomplished Teacher” professional status is awarded by the Teaching Service Commission to registered teachers after due assessment of their professional competencies and services. It includes 5 years of experience as a proficient teacher and 50 credits of professional development. According to the Teaching Service Commission website, head teachers and principals must have 8-10 years of experience working as a teacher. They must also have all the same skills required of teachers, in addition to leadership and organisation; teambuilding; problem-solving and conflict resolution; and communication and media.
The 2020 Teacher Development and Performance Policy aims to progressively ensure that trained/qualified and experienced teachers are duly appointed school leaders in adequate numbers for the needs of the country and are put on the government payroll.
Appointment decision
According to the 2023 Basic and Senior Secondary Education Act, the appointment of a head teacher, deputy head teacher, principal, and vice principal shall conform with the 2011 Teaching Service Commission Act (Article 57). The Teaching Service Commission is responsible for recruiting, promoting, posting, transferring and dismissing all teachers (including head teachers) in government and government-assisted schools (Article 9). The 2020 Teacher Management Policy specifies that for public institutions, head teachers and principals are appointed at the central level by the Teaching Service Commission.
For some teachers, advancement follows the traditional vertical path of moving up the ranks into administrative roles such as subject head, school deputy head or school head. In primary schools, deputy head teachers and head teachers are promoted from among senior teachers in the school. The School Management Committee selects candidates for promotion based on their Performance Appraisal results and accumulated merits recorded in their Teacher Portfolio. Promotions to a school leader at the primary level must be approved by the Teaching Service Commission. At the secondary level, vice principals and principals are recruited through open advertising by the school’s Board of Governors, with final appointments approved by the Ministry of Basic and Senior Secondary Education.
The rotation or upward mobility of a head teacher, principal or teachers in government and government-assisted schools must be in accordance with the 2011 Teaching Service Commission Act.
In the case of a private school, a head teacher or principal shall be appointed by the proprietor or manager from among persons who have the requisite proven academic and professional qualifications for the job.
Employment equity measures
The 2020 Teacher Development and Performance Policy aims for school leaders, teacher educators, and education officials to be selected to be representative of the population in terms of gender, ethnicity, and physical ability. The Teaching Service Commission is responsible for introducing such processes as may be required to ensure that equitable numbers of women and men can achieve school leadership posts and/or attain senior levels of the teaching career path. According to the 2020 Policy on Teacher-Employer Relations, the selection process for all teachers shall be transparent and non-discriminatory based on minimum requirements.
Working conditions
According to the 2020 National Teacher Policy, which applies to all teachers (including head teachers and principals), the Teaching Service Commission is the main agency established by law to represent all employers of teachers in the public sector, as the premier employer of teachers in the Sierra Leone public service. All teachers paid from public service resources are recruited, deployed, and managed by the Teaching Service Commission. Teachers are included in the ‘public service’, but not ‘civil service’.
The Teaching Service Commission offers employment to teachers either on permanent terms or contract terms. Teachers may be employed on permanent terms if they are Sierra Leonean citizens; registered and licensed as a trained teacher in accordance with the 2011 Teaching Service Commission Act, and; below the age of 55 years at the time of appointment. A teacher recruited and employed by the Commission is appointed to a grade that is consistent with the qualifications held by the teacher. The Commission may employ a teacher on contract terms for a specified period if the teacher is retired and eligible for re-employment or eligible for appointment as determined by the Commission. For employment on permanent or contract terms, the Commission issues a full Offer of Employment Letter, indicating the comprehensive terms of the engagement including the status of employment, probationary terms, pension rights, and salary scale.
Salaries are often associated with particular grades and differ from one service to another. In general, a teacher’s career structure is integrated with the salary scale for teachers. Principals and head teachers are on the government payroll, with their salary grades standardized and determined by the Teaching Service Commission. The specific salary scale for head teachers is 1,596,044 (190 USD) and for principals is 2,762,960 Leones (329 USD) monthly.
According to the 2020 Teacher Development and Performance Policy, the government aims to reform school leader salaries, aligned with the successful completion of specific training in school leadership and management, including increments triggered by the successful completion of planned professional development and appraisals. In 2022, the government agreed to increase the salary of teachers by 45% which took effect in 2023.
School leaders, administrators, and managers also have special bodies that address their roles and interests as part of the education system. In Sierra Leone, these bodies include the Conference of Principals of Secondary Schools (CPSS); the National Council of Head Teachers (NACOHT); and the Council of Heads of Technical and Vocational Institutions (CHTVI). Salaries, for instance, are often negotiated between representatives of employers and employees.
2.3. Leadership preparation and training
Pre-service training
Head teachers/principals must possess a certificate in School Leadership approved by the Teaching Service Commission before they assume their roles. Highly accomplished teachers with leadership and management potential can only become education managers or school leaders following specific leadership and management training, as well as a demonstration of compliance with the professional standards for school leaders, as described in the 2017 Professional Standards for Teachers and School Leaders and 2020 Teacher Development and Performance Policy.
Induction and in-service training
All teachers (including heads) go through induction processes within the initial 6-month period of employment.
Head teachers and principals are expected to participate in relevant school leadership training, engage in self-directed learning, and participate in relevant professional associations and forums. Under the 2011 Teaching Service Commission Act, the Teaching Service Commission is mandated to “manage the affairs of teachers in order to improve their professional status and economic well-being and for other related matters”. In line with this mandate, the Teaching Service Commission adopted a comprehensive policy approach that enables all teachers and education leaders to continuously develop their competencies, improve their performance, and enhance their status as professional teachers and education managers. The in-service training of head teachers/principals is supported by several government documents, including the 2017 Professional Standards for Teachers and School Leaders and the 2020 Teacher Development and Performance Policy. The 2017 Professional Standards for Teachers and School Leaders state that school leaders should provide evidence of extensive engagement in professional development programmes, nationally and internationally while the 2020 Teacher Development and Performance Policy aims to develop high-quality, continuous professional development training for school leaders that “shall be available for school leaders, teacher educators, and all those whose knowledge and skills contribute to the delivery of quality education for Sierra Leonean children and youths”.
The 2021-26 National Policy on Radical Inclusion in Schools: Implementation Plan further aims to train school principals on radical inclusion in education, while the 2022 National Strategy for Out-of-School Children supports the development of training videos/ sessions for teachers, school heads and administrators on how to provide an inclusive learning environment.
3. Teachers, parents and students
3.1. School management committees and boards
The 2023 Basic and Senior Secondary Education Act provides for the composition and functions of School Management Committees (for primary schools) and Boards of Governors (for secondary schools). This information is also provided in the 2021 School-Based Management: Training Manual.
A School Management Committee oversees the operation of a government or government-assisted primary school and is comprised of the head teacher; 3 proprietor's nominees; a representative of the School Quality Assurance, Monitoring and Resource Division of the Ministry; a representative of the local council; the Chairman of the Community Teachers Association; a traditional ruler or elder of the village or area concerned; and an educator in the community (Article 44). The head teacher serves as secretary to the School Management Committee and has no voting rights. The functions of the School Management Committee include overseeing the running of schools; assisting in the drawing up of development plans for the schools; helping to raise funds for the general development of the schools; and performing other functions as may be directed by the local council or the District Education Office.
A Board of Governors oversees the operations of junior and senior secondary schools and consists of 13 to 15 members, including the Chairman; 4 persons nominated by the proprietor of the school; the Chief Education Officer or representative; Education Secretary or representative; District Deputy Director, Sierra Leone Teaching Service Commission; local council representative; a Chiefdom authority; representative of the old students' association of the school; and the Chairman of the Community Teachers Association (Article 49). The Board of Governors is responsible for overseeing the development and implementation of the School Improvement Plan; helping raise funds for the general development of the school; seeking the welfare of students and staff; fixing charges; reviewing and approving the school budget prepared by the school administration; recommending suitable candidates for the positions of principal, vice principal and senior teachers; and perform other functions as may be directed by the Minister. At least 50% of the members of the Board of Governors must have completed senior secondary school or its equivalent and have some management experience. The principal of the school serves as secretary to the Board and has no voting rights.
The 2023 Basic and Senior Secondary Education Act additionally requires the composition of School Management Committees (Article 44) and Boards of Governors (Article 49) to be gender balanced.
According to the 2023 Comprehensive School Safety Policy, all schools at basic and senior secondary levels are additionally required to form a School Safety Committee made up of key school stakeholders including: the School Management Committee Head/Representative; Headteacher; Disciplinary Committee Head; School Matron/Food Committee Head; Guidance and Counselling Committee Head; School Health Officer/Health Committee Head; and a parent representing the Community Teachers Association.
3.2. Middle leaders
The roles and associated responsibilities of deputy school heads (Deputy Head Teacher / Vice-Principal), registrars, heads of curriculum, heads of student welfare, heads of monitoring and evaluation, heads of academic department, senior teachers, and senior subject specialist heads of remedial teaching are outlined in the 2020 Teacher Management Policy and 2020 National Teacher Policy. The Teaching Service Commission may for purposes of administration of a school, deploy a teacher as any of the following: School Head; Deputy School Head; Registrar; Head of Curriculum; Head of Student Welfare; Head of Monitoring and Evaluation; Head of Department; Senior Teacher; Head of Subject; and any post established by Commission from time to time. In addition to the above designated roles and formal posts the following categories of teachers were proposed by the Teaching Service Commission: New teacher; Proficient teacher; Highly accomplished teacher; and Distinguished teacher.
Teacher promotions for primary and secondary school are also outlined in the 2020 National Teacher Policy, moving from assistant teacher to senior teacher, head of department, head teacher junior/vice principal, and head teacher/principal.
3.3. Parents
According to the 2023 Basic and Senior Secondary Education Act, government and government-assisted schools are required to have a Community Parents-Teachers Association which promotes greater involvement of community members in the affairs of the school (Article 43). The Community Teachers Association determines its own leadership structure and method of operation, but must always work in the best interest of the students and the school.
The role and scope of parent involvement in school management is further highlighted in the 2021 School-Based Management: Training Manual.
3.4. Students
The 2023 Basic and Senior Secondary Education Act makes reference to student associations but does not explicitly require their establishment or define their functions.
4. Governance
The Teaching Service Commission is a semi-autonomous government entity with an exclusive focus on teachers. One of the responsibilities of the Teaching Service Commission is to review and update school leader job descriptions and on-the-job requirements at a minimum of every three years.
4.1. Autonomy of school leaders
Schools, leaders and teachers must follow the national school curriculum requirements set at the central level, which include syllabus requirements. Head teachers are expected to have the knowledge and capacity to implement curriculum prescriptions relevant to specific subjects. The 2017 Professional Standards for Teachers and School Leaders aim to provide teachers and school leaders with increasing pedagogical and social responsibilities. Highly accomplished teachers and school leaders are expected to exhibit creative and innovative strategies in the management of large classes and apply learner-centred and individualized teaching strategies. School leaders are additionally expected to initiate and sustain technological innovation in the school.
According to the 2017 Professional Standards for Teachers and School Leaders and 2021 School-Based Management: Training Manual, head teachers are further responsible for formulating the school budget, and financial reporting documents, and providing general oversight of financial transactions and recordkeeping, including ensuring payment is made for goods and services. The head teacher and chair of the School Management Committee are held overall accountable for the use and management of all funds received at schools. This is similarly highlighted in the 2010 National Education Policy, which states that each head of the institution and management body is accountable for the financial management of the school.
The Teaching Service Commission is responsible for recruiting, promoting, posting, transferring and dismissing all teachers (including head teachers) in government and government-assisted schools. Head teachers may suspend a teacher from attending the school for a period of no less than one week, as described in the 2023 Basic and Senior Secondary Education Act, but the final decision on dismissal must be made by the Teaching Service Commission.
4.2. Assessment and accountability of school leaders
School leaders are appraised in accordance with the 2017 Professional Standards for Teachers and School Leaders, the 2019 Code of Conduct for Teachers and Other Education Personnel, the norms applying to the teaching profession, and prevailing health and safety standards. School leader job performance is specifically appraised through school supervision, school reports, and annual performance appraisals.
The 2017 Professional Standards for Teachers and School Leaders state that school leaders should maintain a high moral and ethical status, which can be determined through background checks, peer reports, and assessments from supervisors and other sources.
According to the 2011 Teaching Service Commission Act, the Teaching Service Commission is responsible for appraising the performance of headteachers and principals (Article 9). The 2020 Teacher Development and Performance Policy additionally emphasises that the regular appraisal of teachers and school leaders shall be built into the school system activities and explicitly provided for in the annual calendar. Boards of Governors and School Management committees contribute to the performance management and regular appraisal of school leaders and managers.
4.3. Teacher assessment by school leaders
School leaders/heads are responsible for the effective supervision of teachers, the objective assessment and reports of their activities; and the objective appraisal of all teachers under their supervision, as described in the 2020 Teacher Registration and Licensing Policy.
The 2020 National Teacher Policy additionally states that school heads must show evidence of compliance to the standards through effective quality assurance functions such as effective supervision of teachers and teaching-learning activities; monitoring and reporting on the performance of teachers; ensuring the availability and appropriate use of learning materials/resources by teachers; ensuring appropriate mentoring of new teachers on induction and objective assessment and reports of their activities; and providing objective appraisal of all teachers under their supervision.
This profile was reviewed by Professor Steve Nwokeocha, Executive Director [Academics] of the Africa Federation of Teaching Regulatory Authorities [AFTRA] and International Consultant who led the development of the Professional Standards for Teachers and School Leaders in Sierra Leone (2017); and Bidemi Carrol, Senior Education Research Analyst at RTI International.
