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 2009 Education Law No.833-IIIQ refers to the term heads of educational institutions “təhsil müəssisələrinin rəhbərlərini” (art.29).
The 2018 Decree No. F-716 refers to the term “director” of state general educational institutions “təhsil müəssisələrinə “direktor" ”.
The 2019 General Education Law No.1532-VQ insinuates that the actual management role within an educational institution, whether as a rector or director is defined by the statute of that educational institution. Additionally, the law specifies that state and local self-government bodies and other organizations are generally not allowed to interfere in the management of an educational institution, except for educational management bodies. This provision aims to maintain the autonomy and independence of educational institutions in their internal affairs.
The 2011 Charter of General Education School No.5 states that “the director appointed by the Ministry of Education of the Republic of Azerbaijan leads the general education school” (art.5.4).
The 2010 Charter of the Pedagogical Council of the General Education Institution No.1486 mentions that the “the Pedagogical Council is considered the supreme management body in general education institutions and follows this Charter in its activities”.
The National Strategy for the Development of Education (2013) emphasizes the need for school principals to build relationships with stakeholders, primarily through parent–teacher associations (Ministry of Education of the Republic of Azerbaijan, 2013, National Strategy for the Development of Education in the Republic of Azerbaijan, Order No. 13 of the President of the Republic of Azerbaijan).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Article 6 of the 2009 Education Law No.833-IIIQ outlines the state standards in the field of education, emphasizing their role in shaping general norms based on scientific and pedagogical principles for school management. These standards are designed to reflect unified state requirements for individuals, society, and the state over a specified period, of not less than 5 years. The standards take into account international measures, and national and universal values in education. The relevant executive authority of an educational institution determines the state education standards and their validity period. These standards cover various aspects, including content, management, infrastructure, and quality indicators of learners. All educational institutions are required to organize education by these standards. Additionally, the evaluation of educational activities, the level of education, and learner achievements relies on these standards during accreditation and attestation. Special state standards are established for the education of individuals with limited health opportunities. However, the law does not explicitly refer to school directors/principals in the standards despite referring to the standards of school management.
The Education Institute of the Republic of Azerbaijan outlines competencies for democratic culture adopted in a meeting of education ministers of member countries of the 2016 European Cultural Convention. It covers values such as human dignity and cultural diversity, approaches including openness, respect, and civic thinking, as well as skills like independent learning, critical thinking, and empathy. It includes competencies in conflict resolution, linguistic abilities, collaboration, and resilience to ambiguity and emphasizes knowledge and critical understanding of oneself, language, communication, and the world, but it does not specifically refer to school directors.
Roles
Article 5 of the 2011 Charter of General Education School No.5 details the roles of school directors in this section.
Setting expectations/objectives: The school director “determines the specific areas of work, defines the directions of the school's activities, plans the work to be done during the year, and supervises its implementation” (art. 5.4.1), “represents the school and its interests in government bodies and public organizations” (art. 5.4.3) and “represents the school in relations with physical and legal entities regarding the implementation of the objectives and tasks specified in this Exemplary Regulation, concludes contracts on behalf of the school” (5.4.9).
Developing teaching and learning: The school director is tasked with ensuring that educational activities are organized effectively and proposes measures for the strengthening of the material and educational base of the school. This includes overseeing the education of gifted children, implementing continuous education systems, enhancing the quality of education across different subjects, and attaining successful outcomes (art.5.4.4-5.4.5 and 5.4.7).
Promoting collaboration: No information was found.
Supporting staff development: The school director ensures the provision of personnel, taking steps to enhance the resources available to the school, supporting staff development, and addressing issues related to teacher performance (art.5.4.7).
Acting in accordance with the ethical principles of the profession: The school director “bears responsibility for the implementation of tasks arising from state decisions regarding the development of general education” (5.4.2).
Others: The school director issues relevant orders aimed at regulating the activities of the school and fulfilling the tasks ahead (art.5.4.10). The school director's roles also include the procurement of supplies and equipment for the school in compliance with legal regulations, as well as coordinating the provision of various essential services (5.4.8). Moreover, they are responsible for fostering a positive moral and psychological environment within the school, promoting the creative initiatives of teachers, and integrating modern pedagogical innovations (art.5.4.4-5.4.5 and 5.4.7).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2018 Decree No. F-716 on the regulation of recruitment to the position of director of state general educational institutions mentions that individuals have to be eligible to pass through competition and appeal commissions that are established within the Ministry of Education (art.1). The Requirements for Participation in the Competition includes higher education in pedagogical or management specialities, with no less than 5 years of pedagogical experience (or 3 years if they hold a scientific degree and title in the field of educational organization and management) and currently engaged in pedagogical activities in general education institutions, can participate in the competition. Individuals with unpaid or unexecuted convictions, or those prohibited from engaging in pedagogical activities due to a court decision or health issues, cannot participate in the competition (art.2).
The Collegial Decision No. KQ-05 of the Ministry of Science and Education, introduces updated regulations for the recruitment of teachers in Azerbaijan. Clause 2.3.1. states that candidates eligible for teacher recruitment competition must have completed a secondary special or higher education, and a document confirming the existence of a scientific degree (if any).
Appointment decision
The 2018 Decree No. F-716 on the regulation of recruitment to the position of director of state general educational institutions specifies that the competition for the recruitment of directors in state general education institutions is organized centrally through an electronic system in four stages to ensure transparency and objectivity. Vacancies are determined, and information is entered into the system by local education authorities. In the first stage, electronic applications are accepted, and candidates' compliance with conditions is investigated. Candidates choose from four positions in their district. The second stage involves a 60-question exam, and those with a passing score proceed to interviews. Interviews assess professional competencies on a 5-point scale. Candidates appointed to vacant positions receive a one-year employment contract, extendable based on academic performance. Unappointed candidates may be included in a reserve staff list for two years. Directors with over 3 years of service may transfer to schools with more students. Appeals are considered within one week after the competition.
The 2020 Decree No.F-449 issued by the Minister of Education of the Republic of Azerbaijan outlines the organization of competitive examinations for the position of director in state general education institutions. The directive is in response to the strategic direction defined in the "State Strategy for the Development of Education in the Republic of Azerbaijan," emphasizing the establishment of a new management system with transparent and effective regulatory mechanisms based on advanced international experience. The measures taken to improve the management of the education system include the continuation of implemented initiatives, and the selection and placement of qualified individuals with strong managerial abilities in the position of director in general education institutions. The decree also specifies the composition of the competition and appeal commissions, along with responsibilities assigned to various departments for the organization and implementation of the exams. The decree concludes with instructions to publish relevant information and competition results on the official website of the Ministry of Science and Education.
The 2009 Education Law No.833-IIIQ highlights the responsibilities of the State in the field of education includes appointing and dismissing the heads of state educational institutions in accordance with the legislation and determining the age limit for holding academic and administrative positions for the faculty working in state educational institutions (art.29).
The 2019 General Education Law states that the head of an educational institution and their deputy must be appointed with the approval of a specific government authority. The institution cannot make these appointments on its own; they require validation from a higher government body. The state registration of that educational institution is carried out after the nomination of the head of the educational institution and his deputy are agreed upon. It highlights that municipal educational institutions are managed by a “head” appointed by the municipality, while private educational institutions are managed by a head appointed by the board of founders (guardians, trustees) of that institution (PS: This clause applies in cases where the founders of the general education institution are foreigners, stateless individuals, or foreign legal entities).
According to Clause 5.5.8 of the Charter of the State Agency for Preschool and General Education, the heads of general education institutions are appointed to their positions by the director of the State Agency for Preschool and General Education in agreement with the Ministry.
Employment equity measures
The 2018 Decree No. F-716 includes regulations of employment for directors reaching the retirement age.
Working conditions
According to the 2016 Decision No. 270 on approving the salary scheme and amounts of teachers whose knowledge and skills have been assessed diagnostically, directors and deputy directors of those institutions, and the amounts of supplements to official salaries, approved by the 2023 Resolution No.67 of the Cabinet of Ministers, the monthly position salary of directors of state general education institutions is 879 AZN (around $517.61 USD) and the monthly position salary of deputy directors at 791 AZN (around $466.69 USD).
The 2023 Decree the President of the Republic of Azerbaijan states that, effective February 1, 2023, the monthly salaries of teachers working in state general educational institutions financed by the state budget—along with directors, deputy directors, and heads of pre-service training for young people—will be increased by an average of 10%. This increase applies only to those whose knowledge and skills have been assessed diagnostically. While the decree specifies a 10% increase, it does not clarify whether this adjustment is a one-time increase or if further assessments could lead to additional raises in the future.
2.3. Leadership preparation and training
Pre-service training
The Ministry of Education website mentions that the Institute of Professional Development of Educational Workers provides sessions that aim to equip and develop skills in general education institution directors who possess contemporary management knowledge, IT proficiency, and the ability to contribute to the educational and social advancement of the country. Training topics include quality management in education, legal foundations of educational management, educational statistics and analysis, and financial management in education. Participants undergo a final assessment organized by the Ministry, and successful individuals not currently in directorial roles will be considered as potential candidates for vacant positions.
Induction and in-service training
The 2012 Curriculum Framework for Specialist Training for Leadership and Pedagogical Staff of Pre-School, General, Primary-Specialized, and Extracurricular Education Institutions No.597 states specialist training is a type of additional education aimed at providing continuous education for holders of state documents certifying the completion of any pillar of vocational training directed to several levels of school leaders including directors of general education institutions. The curriculum framework divides the training into three modules: general principles of professional activity, specialized fields, and innovations. The first two modules address the overall needs of the education system and are determined by the Ministry of Education, while the third module focuses on the individual interests and needs of education workers, offering flexible training programmes proposed by additional educational institutions. According to the framework, the duration of every training fluctuates between 30 to 60 hours.
3. Teachers, parents and students
3.1. School management committees and boards
The 2009 Education Law No.833-IIIQ outlines the administration and governance framework for public educational institutions. According to the law, the Scientific and pedagogical boards serve as the highest governing bodies, with their establishment and activities regulated by approved regulations and the statute of the educational institution. To enhance democratic and transparent management, the law allows for the creation of various management and self-government bodies within educational institutions, including general assemblies, trustees, scientific, scientific-methodical, pedagogical, school, parents, and educational councils. The rules and powers of these bodies are specified in the charter of the educational institution, ensuring a comprehensive framework for effective administration (art.30).
The 2010 Charter of the Pedagogical Council of the General Education Institution No.1486 highlights that the Pedagogical Council is responsible for involving all members of the pedagogical team in institution management. It operates democratically, making decisions collectively. Its composition includes pedagogical workers specified in the Education Law, the institution's director, and the chairman of the Public Advisory Council. The director acts as the council's chairman, and a secretary is chosen from council members annually. The council's yearly activity plan is part of the institution's overall plan, decided upon during its first meeting. When two-thirds of its members participate, the Pedagogical Council is considered authorized. The council holds discussions on various issues, including approval of annual plans, review of reports, monitoring teaching quality, implementing pedagogical innovations, organizing activities for talented students, and more. It also advises on informing members about relevant regulations and provides assistance in establishing effective work systems. The council operates democratically, with decisions made by simple majority vote and oversight by the institution's director. Other institution bodies and parent representatives can join as advisory members as needed. There are no limits on the number of council meetings, which are convened based on current issues and the initiative of pedagogical members and governing bodies.
The pedagogical council and parent–teacher associations are involved in setting school goals, determining student assessments, and implementing accountability measures (Ministry of Education of the Republic of Azerbaijan, 2014, School Principals Appointment and Replacement in General Education Institutions, Republic of Azerbaijan).
The 2019 General Education Law No.1532-VQ refers to the democratic and transparent management of educational institutions that may establish administrative and self-governing bodies, such as councils, and their rules and powers are determined by the institution's charter.
3.2. Middle leaders
The 2009 Education Law No.833-IIIQ outlines the responsibilities of educators in Article 33.3, which encompasses a broad range of tasks aimed at fostering a comprehensive educational environment. Educators are mandated to actively contribute to the implementation of state education policies and ensure the successful adoption of educational programmes. Furthermore, their role extends to cultivating an active citizenship stance in students, instilling values of patriotism and Azerbaijani identity, and preparing them for independent life and work. Educators are expected to lead by example in fostering respect and concern for the independence, Constitution, laws, state symbols, history, culture, language, customs, and traditions of the Azerbaijani people, as well as for national and universal values, society, and the environment. Upholding pedagogical ethics and moral norms, maintaining a high reputation, and embodying intellectuality are emphasized. Additionally, educators are entrusted with safeguarding students from all forms of physical and mental violence and preventing harmful habits. They are to continuously raise their qualifications, by engaging in scientific research and participating in additional training, and extracurricular activities.
The 2009 Order No.270 on the Role of Class Teacher (Sinif Rəhbəri) explains that the class teacher's systematic and purposeful activities focus on creating a conducive learning environment, analyzing positive and negative trends in previous activities and societal life, and addressing the educational needs and individual development of students. The class teacher's responsibilities encompass organizing the educational process, coordinating various activities, fostering communication among students, teachers, and parents, and engaging in analytical and forecasting work related to students' development and family conditions. The class teacher's activities span a range of areas, from educational organization to communicative work, and their performance is measured by set criteria reflecting both student outcomes and administrative effectiveness. The class teacher's work schedule is determined by the educational institution.
3.3. Parents
The 2009 Education Law No.833-IIIQ mentions that parents or legal representatives are endowed with certain rights and responsibilities as delineated in Articles 34.1 and 34.2. The rights of parents encompass the prerogative to select an educational institution for their minor children or those under guardianship or protection. They are entitled to receive comprehensive information regarding the organization of the educational process, the quality of education, attendance, and the behaviour of their children or wards. Empowering parents further, the law affords them the right to defend the rights of students and actively participate in the management of the educational institution. Collaboration between parents and the educational institution is encouraged, allowing parents to contribute by proposing enhancements to the educational process and suggesting improvements to the material and technical infrastructure, with the option of providing voluntary assistance.
Conversely, parents and legal representatives bear duties in the educational domain. They are obligated to create an environment conducive to the physical, moral, and intellectual development of their children or wards from an early age. This includes ensuring compulsory general secondary education and taking responsibility for their moral maturity. Moreover, parents are tasked with imparting humanistic values, fostering a sense of patriotism and Azerbaijani identity, instilling diligence, and promoting respect for language, literature, and history, as well as national-moral and universal values. These intertwined rights and duties underscore the collaborative and essential role that parents play in the educational journey of their children in Azerbaijan.
The 2011 Charter of General Education School No.5 mentions that parents committees (valideyn şuralarıcan) can be established and the regulations are determined by the school itself.
3.4. Students
According to the 2009 Education Law No.833-IIIQ, students have the right to actively participate in the organization and administration of the educational process. This involvement includes contributing to decisions related to teaching methods, curriculum development, and other aspects of the learning environment. Students also have the right to freely express their ideas and opinions.
The 2011 Charter of General Education School No.5 mentions that student councils (təhsilalanlar şuralarıcan) can be established and the rules and responsibilities is determined by the regulations of the school itself.
4. Governance
4.1. Autonomy of school leaders
The 2009 Order No.270 on the Role of Class Teacher (Sinif Rəhbəri) explains that the class teacher is appointed and relieved of duties by the school principal. The 2011 Charter of General Education School No.5 highlights that the school director ensures the provision of personnel, increasing the qualifications of teachers, and suggesting the dismissal of teachers who do not meet the established requirements for pedagogical activity (art.5.4.7).
However, the 2018 Guidelines for the Determination of Demand for Teachers, Recruitment, and Transfer of Pedagogical Staff in General Education Institutions No.F-346 states that “recruitment of teachers from vocational, secondary, and higher education institutions, as well as from other state institutions and private educational institutions to general education institutions under the Ministry of Education is carried out through competition for recruitment “(art.3.2). The recruitment of specialized teacher staff on indefinite contracts is centralized and implemented also through a centralized competition announced annually by the Ministry of Education (art.4.1). The final results of the competition is posted on the Ministry's website, and the respective lists are sent with accompanying letters to the relevant educational authorities and local financial accounting centres. Based on the Ministry's dispatch, an employment contract is concluded between the school director and the teacher and formalized accordingly (art.5.12).
The 2011 Charter of General Education School No.5 mentions that schools are responsible for implementing administrative and financial management within the existing legal framework. The financial year of the general education school runs from January 1 to December 31, but it doesn’t specify if school principals are responsible for it (art.1.16-1.17). It mentions that “the persons responsible for the correct management of educational-pedagogical and financial-economic documents, as well as for the protection and use of the property belonging to the school according to its purpose, are appointed by the order of the school director according to the law” (art.11.4).
4.2. Assessment and accountability of school leaders
The 2023 Article of the Ministry of Education states that a diagnostic assessment of school directors' knowledge was conducted with 300 participants. The exam consisted of 40 questions on education and labour legislation, aiming to determine directors' knowledge and skill levels and guide them towards development-oriented training based on the assessment results. Additionally, similar diagnostic assessments are planned for deputy directors responsible for educational affairs and directors of preschool education institutions in the near future. This indicates that the Ministry is responsible for assessing school leaders.
4.3. Teacher assessment by school leaders
According to the 2009 Order No.270 on the Role of Class Teacher (Sinif Rəhbəri), the effectiveness of the class teacher is assessed based on productivity and activity indicators, evaluating students' social development and the orderly execution of administrative decisions and their evaluation considers both productivity and compliance with administrative requirements. However, the order does not specify by whom the class teacher is evaluated by the director and the relevant deputy directors.
This profile was reviewed by Swetal Sindhvad, Education Specialist and Cathryn Susan Magno, Professor at the University of Fribourg and Gunay Mammadova, Representative of the Ministry of Science and Education of the Republic of Azerbaijan.
