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
In Belize, school leadership is divided between the principal, vice-principal, and managing authority in each school as established in the 1991 Education Act (as amended in 2020) and the 2012 Teaching Service Commission Handbook. According to the Act, every school shall have a principal responsible for the implementation of management decisions and policies and for working with the managing authority to ensure that students at the school receive the best education possible. The principal is defined as ‘the teacher in charge of the school’.
The school’s total enrolment and number of teachers dictates whether the school will be managed by an administrative principal, with no teaching duties, or teaching principal, who is also a full-time teacher. The principals of larger schools shall be assisted by the vice-principal in carrying out their responsibilities. A school with an administrative principal may have more than one vice-principal, who is responsible for assisting the principal in the day-to-day administration of the school or institution.
The ‘managing authority’ is responsible for the management of the school or institution. A person who is actively employed or engaged as a teacher, principal, or other staff member of a primary school shall not be appointed as a general manager or local manager of that school. The general manager serves as the liaison between the managing authority and the Ministry of Education, Culture, Science, and Technology (MoECST).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 1991 Education Act (as amended in 2020), subsidiary Education Rules, and the 2012 Teaching Service Commission Handbook, the latter of which was developed by the MoECST, describe and define the roles of the principal, vice-principal, and managing authority of schools. All three documents include detailed roles and responsibilities for each leadership role.
The principal and vice-principal are required by law to provide educational leadership to the school, especially in the areas of pedagogy, curriculum, and assessment.
Roles
Setting expectations/objectives: The principal is responsible for spearheading the development and implementation of school development and improvement plans. They also guide the formation of school policies and rules, in collaboration with the managing authority. Additionally, the principal oversees the creation of strategies and plans to satisfy the school’s operational and development needs, as outlined in the Education Act, Education Rules, and 2012 Teaching Service Commission Handbook.
Developing teaching and learning: The principal and vice-principal are required by law to provide instructional leadership to the school, especially in the areas of pedagogy, curriculum and assessment. They are responsible, among other things, for leading the development and improvement of the school. This includes directing the organization and implementation of the school curriculum, annual teaching plans, instructional schedules, annual activity plans, and book lists. They are also responsible for ensuring the establishment of quality assurance mechanisms and school self-evaluations, as well as for the clinical supervision and support of teachers in areas such as child-centred teaching strategies, ongoing assessment of and for learning, and effective classroom management practices. The principal is additionally expected to review the class plans for each teacher, comment on the plans, and suggest changes.
Promoting collaboration: According to the education legislation and 2012 Teaching Service Commission Handbook, the principal and vice-principal serve as the primary liaisons between the school and parents, and the community. In this regard, they are specifically responsible for ensuring that policies and rules of the school are communicated to parents. Additionally, they are expected to invite parents or guardians to meet the principal, vice-principal, and staff at least once every term or semester to discuss school activities. The school leaders also work to involve parents and members of the general community in school activities. Furthermore, the principal is responsible for developing school rules and policies in consultation with teachers and staff, parents and students as appropriate, and recommending such to the School Board or Board of Management.
Supporting staff development: The principal is responsible for identifying staff development needs and coordinating staff development.
Acting in accordance with the ethical principles of the profession: All staff (including principals) must abide by the professional Code of Conduct. This includes neither directly nor indirectly, or unfairly discriminating among persons on grounds of gender, disability, race, religion, ethnicity, socio-economic status, political affiliation, or any other forms of discrimination. It also requires respecting individual’s fundamental human rights, as stipulated by the laws of Belize and regional and international treaties and conventions to which Belize is a party.
Others: The 1991 Education Act (as amended in 2020) and the 2012 Teaching Service Commission Handbook outline further administrative responsibilities for principals, who are ultimately responsible for the day-to-day administration of the school. These responsibilities include overseeing student admission, placement, promotion, and graduation, maintaining school records, ensuring a safe and conducive school environment and culture, and enforcing school rules. Additionally, the principal and vice-principal may be required to teach.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
A person employed as a principal or vice-principal at a pre-school, primary, or secondary school must possess a full teaching license and certification from a teacher's college or institution of higher learning, showing successful completion of an approved programme of studies in educational leadership, as described in the Education Act. The educational leadership programme of studies must be approved by the Chief Education Officer on the advice of the Belize Board of Teacher Education. According to MoECST, vacancy postings for school principal positions (at both primary and secondary levels), require a minimum of a bachelor’s degree and a valid teaching license.
According to the 1991 Education Act (as amended in 2020), the Belize Teaching Service Commission is responsible for ensuring that all principals and vice-principals meet the necessary qualifications before their appointment. The Commission verifies that candidates possess valid teaching licenses and appropriate educational leadership certifications.
In accordance to the Act, only qualified persons may be appointed to principal and vice-principal posts. Candidates with only a full teaching license are employed on a year-to-year basis for a maximum period of five years, until they meet the additional qualification requirements. Ongoing training is required to maintain licensure and meet the leadership standards outlined by the MoECST. Principals who fail to comply with these standards may face disciplinary actions or removal from their post, subject to the Commission’s review process (Teaching Service Commission Handbook, 2012).
Appointment decision
The 1991 Education Act (as amended in 2020) and the 2012 Teaching Service Commission Handbook regulate the appointment process of principals and vice-principals.
Principals and vice-principals are recruited and selected by the managing authority of a government or government-aided school through open advertisement. The Act requires that positions for both principal and vice-principal, be publicly advertised. While current vice-principals are not automatically promoted by virtue of their position, they are receive priority consideration if they are equally qualified compared to other applicants. All appointments made by the managing authority must be approved by the Teaching Service Commission.
Acting appointments for vacant posts must not exceed one year, while acting appointments to non-vacant posts may be extended on an annual basis.
Employment equity measures
The Education Act and 2012 Teaching Service Commission Handbook state that, when filling a vacancy (including a school principal and vice-principal vacancy), the managing authority is prohibited from directly or indirectly discriminating among applicants on the basis of gender, race, religion, ethnicity, socio-economic status or political affiliation.
One of the objectives of the 2021 National Gender Policy is for increased legal protection for all persons from gender-based discrimination in the education system, with rights-based protections against gender-based discrimination incorporated into anti-discrimination laws, Education Rules, and primary and secondary school policies. This includes incorporating legal protections against gender-based discrimination into principals' and teachers' contracts and in student handbooks.
Working conditions
The Teaching Service Commission is responsible for the employment and conditions of service of all teachers, principals and vice-principals in government and government-aided pre-primary, primary, secondary, tertiary and TVET institutions, subject to the provisions of the 1991 Education Act (as amended in 2020).
The 1991 Education Act (as amended in 2020) regulates the employment contracts of principals, vice-principals, and teachers. First-time principals or vice-principals with a full license and certification in education leadership are employed on a contract for up to two years. Upon successful completion of the probationary period, as supported by performance appraisals, they are offered a three-year contract, contingent on maintaining their full license. Principals or vice-principals in possession of a full or provisional licence (without the additional qualification requirements) are employed on a year-to-year basis. They can hold the position for up to a maximum of five or seven years, respectively, until they comply with the additional requirements.
Once employment has been approved, principals receive the full salary of the post. All education staff (including principals and vice-principals) are paid in accordance with salaries for public officers on pay scales designated according to a classification scheme for teachers based on that teacher’s academic and professional qualifications. On average, principals earn around 57,360 BZD per year (28,536.70 USD), which can range from the lowest average salary of about 32,020 BZD (15,930.01 USD) to the highest average salary of 89,280 BZD (44,416.96 USD). Vice-principals are awarded an acting allowance/responsibility allowance for the period of acting.
The Belize Association of Principals of Secondary Schools collaborates with the MoECST on behalf of principals of secondary schools.
2.3. Leadership preparation and training
Pre-service training
Principals and vice-principals must receive a certification in educational leadership before their appointment. If they do not have this qualification, they are employed temporarily until they have gained the qualification.
Induction and in-service training
The District Education Centre, under the supervision and monitoring of the District Education Manager, is responsible for identifying the professional development needs of school leaders and teachers, as described in the 1991 Education Act (as amended in 2020).
The Teacher Learning Institute is responsible for providing teachers and school leaders with professional development hours according to their licensing requirements, and ensuring that teacher education and development remain relevant, accessible, and systematic for teachers and school leaders at all levels. Professional development schedules are posted for teachers, vice-principals, and principals at all education levels. The Board of Teacher Education recommends or approves curricula that support the education and continuous professional development of teachers, teacher educators, and other instructional leaders throughout their careers.
The 2021-25 Education Sector Plan aims to ensure that all managing authorities and principals receive relevant leadership training in areas such as education regulations, clinical supervision, financial management, school self- assessment, and improvement planning.
The 2021 National Gender Policy additionally aims to build capacity among principals and teachers in the delivery of a gender-responsive primary education curriculum that includes foundational STEM concepts.
According to MoECST annual report, professional development sessions are organized for school leaders throughout the year.
3. Teachers, parents and students
3.1. School management committees and boards
The 1991 Education Act (as amended in 2020) provides for the establishment of a school committee in every government or government-aided pre-school and primary school, and a board of management in every government and government-aided secondary school. The roles, responsibilities, and composition of these boards are set out in the Handbook of Policies and Procedures for School Services. They are mainly composed of representatives of parents, teachers, and local community organizations.
The governance structure of schools in Belize is clearly defined in the 1991 Education Act (as amended in 2020). The Act outlines a three-tiered system of governance, comprising the MoECST, the managing authorities, and individual schools.
The 1991 Education Act (as amended in 2020) additionally establishes that every government and grant-aided pre-school centre, primary school, and secondary-level school or educational institution shall have a managing authority responsible for the management of the school or institution. A managing authority may be a single manager, a board or committee, or an independent agency or organisation appointed by the proprietor to manage the school or institution. In the case of government pre-school centres and primary schools, the General Manager for Government School shall be appointed by the Chief Education Officer. In the case of the government and government-aided secondary schools or institutions, the board of management shall be its managing authority.
The MoECST provides overarching policies and standards for school operations and curriculum. The managing authority, in consultation with the school administration, teachers and staff, parents, and students as the case may be, is responsible for the formulation of policies and internal regulations. These regulations cover areas such as curriculum and instruction, learning environments and support for students, school ethos and community relations, staff, physical plant use and maintenance, and financial management.
3.2. Middle leaders
According to the 1991 Education Act (as amended in 2020), a secondary school or TVET institution may have departments of studies led by a head of department. A department of study consists of one or more related disciplines; and no fewer than five teachers each of whose teaching load in the department is no less than one-third of the teacher’s total teaching hours.
A head of department shall have responsibilities relating to the administration of the school or institution. These include providing educational leadership in pedagogy, curriculum, and assessment. They assist with overseeing the admission, placement and graduation of students. They also support the enforcement of school rules and maintenance of a safe and proper school environment. Additionally, they advise and assist in the deployment and assessment of staff pertaining to the department. Their duties also involve helping with the registration of students in examinations and other processes, maintaining relevant department and managing the department’s budget Finally, they prepare any required reports for the principal.
3.3. Parents
While there are no rules for the composition of parent-teacher associations, parents are represented in boards of management and the Teaching Service Commission.
The 2021-25 Education Sector Plan further aims to introduce a mechanism for the empowerment and meaningful participation of parents in school-level decision-making.
3.4. Students
Education legislation does not include specific provisions for the establishment of student councils in schools.
4. Governance
4.1. Autonomy of school leaders
According to the 1991 Education Act (as amended in 2020), the principal, under the direction of the managing authority, participates in the recruitment, selection and disciplining of staff. However, they are not the main responsible actor; ultimately, the managing authority is responsible. Managing Authority is also responsible for the disciplinary procedures, which must follow specific guidelines, and any action taken requires approval from the Teaching Service Commission. School principals are, however, mainly responsible for preparing and adjusting the school annual budget and developing a school curriculum or program of studies (including courses of study) for each grade level in accordance with the curriculum policies set out by the MoECST.
4.2. Assessment and accountability of school leaders
School principals and vice-principals are required to undergo formative supervision and performance appraisal by an appropriate person appointed by the managing authority, as described in the 1991 Education Act (as amended in 2020). According to the 2012 Teaching Service Commission Handbook, each teaching or administrative principal, teaching and administrative vice-principal, head of department, teacher, and non-teaching staff employed in any school in Belize must undergo at least two formal appraisals per year.
The District Education Centre shall, under the supervision and monitoring of the District Education Manager, shall monitor and provide support and feedback to management and administrators on the effectiveness of school leadership. This includes identifying areas of weakness in the quality of management and administration of the school, the school organisation, infrastructure, and effective use of resources. The Belize Teaching Service Commission is responsible for ensuring that the results of these appraisals are recorded and used for decisions regarding reappointment, promotion, or, in cases of underperformance, disciplinary action.
According to the 2021-25 Education Sector Plan, the MoECST aims to revise the appraisal system for teachers and school leaders and introduce a performance-based incentive system to promote school improvement and student achievement.
4.3. Teacher assessment by school leaders
School principals are explicitly responsible for conducting performance appraisals of teachers and vice-principals twice a year, in accordance with the provisions of the 1991 Education Act (as amended in 2020). School principals are also responsible for appraising non-teaching staff at least once a year. Teachers’ performance must be rated by the principal based on observations and records.
This profile was reviewed by Dr. Yanira Oliveras, Director of the Center of Caribbean and Central American Studies & Associate Professor at the University of Texas at Tyler.
