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 1987 Education Act (as amended in 2020) defines a ‘teacher’ as including a ‘head of a school’. In the School Leadership Handbook, school leadership is defined as a ‘management practice that involves inspiring others to act in a way that benefits you, your subordinates and the organisation…Leadership is involved in guiding staff talent development and motivating them towards achieving common school vision, mission and goals’. Supervision is defined as the ‘processes that lead to the improvement of teaching and learning while enhancing educational services. It has a coaching element where the supervisee and supervisor interact’. School leaders include Heads, Deputy Heads, Heads of Department, and Teachers-in-Charge.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The School Leadership Handbook, developed and published by the Ministry of Primary and Secondary Education with technical and financial support from UNICEF and the British Council, is intended to equip school leaders with the desired knowledge, skills, abilities and values that enable them to administer their schools professionally, effectively, and efficiently. The handbook covers ten detailed topics on school leadership and supervision: understanding the curriculum, human resource and performance management, staff discipline and grievance procedures as well as finance and administration. All the school leaders in government and private schools are urged to understand and apply all the concepts in the handbook to achieve the Ministry’s vision and that of the nation at large. School heads are specifically expected to practice certain leadership behaviours, which include enhancing teaching and learning; building relations inside the school community; improving conditions for teaching and learning; and enhancing teacher quality.
The roles and duties of head teachers are additionally outlined in the 1987 Education Act and 2015-22 Curriculum Framework for Primary and Secondary Education.
Roles
Setting expectations/objectives: According to the School Leadership Handbook, school heads should develop, refine and propagate the vision, mission and goals of the school in line with the Education Act of Zimbabwe and initiate the development and implementation of the school disaster management plan. The School Development Plan, crafted by the school head, should be measurable and quantifiable and encompass short-, medium- and long-term plans for the school.
Developing teaching and learning: School heads are expected to understand the need for continuous school improvement and be ready to introduce new and innovative approaches that improve current processes, as described in the School Leadership Handbook. They should conduct frequent classroom observations to analyse instruction, provide feedback to staff, and collaborate with staff to ensure continuous improvement in teaching and learning. They are additionally expected to develop and implement strategies for tracking student progress.
Promoting collaboration: According to the School Leadership Handbook, the School Head, Deputy Head, Teacher-in-Charge, and Heads of Departments share the collaborative leadership roles of managing, administering, directing, guiding, and leading the activities in the school for purposes of meeting national education goals. School heads should maintain personal contact with all school staff members; involve teachers and non-teaching staff such as parents, learners, and education partners in the development of the school plan; and encourage meaningful alumni, parent and past parent participation in events that aid support to the goals of the school. School leaders are additionally expected to promote collaborative teacher networks and report to parents on student’s performance and attendance. The handbook specifically refers to ‘people-oriented leadership’ which fosters a team culture by involving others in decision-making.
The 2015-22 Curriculum Framework for Primary and Secondary Education similarly states that school heads are responsible for providing a learner-friendly, safe, pleasant and enabling learning environment at the school, which includes involving stakeholders and education partners in school decisions. They are specifically expected to collaborate with stakeholders in crafting the school vision and mission in sync with the Ministry’s direction.
Supporting staff development: School heads are responsible for teacher and staff management, as well as leading and promoting school-based staff development programmes related to improving teaching and learning. This includes ensuring the development of a school-based staff development timetable with a clear agenda on improving classroom teaching-learning practice; motivating teachers across grades to participate in the school-based staff development meetings; and creating a conducive adult-learning atmosphere (for teachers) and other conditions for school-based staff development that include the venues, adequate time to be spent on the staff development, and activities. Teacher and staff management additionally involves making arrangements for induction training to newly recruited teachers for their professional development by the school within its available resources; conducting training in accordance with the new updated/Competence-based Curriculum; arranging seminars and workshops to foster teacher responsibility and accountability; and providing feedback to teachers and staff for further improvement.
Similar responsibilities for school heads are outlined in the 2015-22 Curriculum Framework for Primary and Secondary Education, which expected them to support school-based teacher in-service training and mentoring as a means of improving the teaching skills of staff by combining theoretical and practical aspects in real school life situations.
Acting in accordance with the ethical principles of the profession: The School Leadership Handbook states that school leaders must be attentive, respectful, and humble, and never compromise professional ethics to please stakeholders. It is additionally stated that is it important for the school head to be guided by the philosophy of Unhu/Ubuntu/Vumunhu, which is underpinned by the Zimbabwean beliefs and values of mutual support, mutual respect, discipline, and readiness to help others. The 1987 Education Act (as amended in 2020) provides for the Minister of Education to make regulations governing the conduct and behaviour of all teachers, including school heads (Article 60).
Others: There are several additional leadership practices for school heads outlined in the School Leadership Handbook and 1987 Education Act. School heads should generally assume the ultimate responsibility for the overall management and operation of the school by the Education Act, administrative code and school policies and regulations. School heads are also responsible for creating an effective and inclusive school and classroom environment and adhering to circulars on early identification, screening, assessment, and placement of learners with diverse needs using standard instruments.
The 2015-22 Curriculum Framework for Primary and Secondary Education similarly states that a school head should pay special attention to implementing the principles and practices of inclusive education by taking into account and addressing diversity and the different learners’ needs.
According to the 1987 Education Act, school heads must further establish school general purpose funds, keep accounts and other records; and manage student enrolment certificates.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2020 Continuous Professional Development Framework for Teachers and Supervisors, teachers who want to pursue administrative responsibilities (including the role of deputy head and school head) are recruited from serving primary and secondary teachers with a good teaching record (often senior teachers) who have degrees (bachelor’s at a minimum) in relevant areas of expertise in accordance with the Administrative Career Path. To be considered for an administrative position, these teachers are expected to attain relevant administrative professional qualifications approved under continuous professional development programmes before they are appointed to such posts.
The Education Act (as amended in 2020) provides for the Minister to make regulations prescribing the minimum qualifications of all teachers (including school heads) to be employed in government and non-government schools (Article 59).
Appointment decision
Deputy heads and school heads are employed by the government through the Public Service Commission. According to the 2000 Public Service Regulations, all appointments are made by the Commission, except to the extent that the Commission has, in respect of specified posts, delegated its power of appointment to a head of Ministry or head of department (Article 6). The Ministry of Primary and Secondary Education is responsible for the recruitment of primary and secondary school heads. Eligible candidates are considered equally on merit by fair competition under procedures which safeguard against individual bias; and the selection criteria and techniques applied must be reliable, valid and relevant to the post concerned.
Employment equity measures
One of the objectives of the 2013-17 National Gender Policy is to ensure equal gender participation in school leadership positions.
Working conditions
Deputy heads and school heads are considered civil servants and are covered by the 2000 Public Service Regulations, which include provisions for grading structure, salary, recruitment, promotion, and leave. Appointments may be on indefinite and pensionable conditions of service; temporary terms to fill a casual vacancy; or contract for a specified period. Head teachers and their conditions of service are additionally included as part of what applies to ‘teachers’ in the Education Act.
The Public Service Commission fixes the salaries, grading structure, and standardized salary scales which apply for each post in the public service. According to the 2020 Continuous Professional Development Framework for Teachers and Supervisors, teacher salaries should be comparable to the salaries of deputy heads and school heads and qualifications should determine salary structures. School heads may additionally receive a responsibility allowance, which is “an allowance paid to a member who is undertaking work that involves special responsibilities”. The government has also introduced grade-based allowances for school heads. School heads working in Zimbabwe typically earn around 3,503,800 ZWL (9,681.68 USD) per year, which can range from the lowest average salary of about 1,606,100 ZWL (4,437.9663 USD) to the highest average salary of 5,567,700 ZWL (15,384.637 USD). In 2022, school heads joined the teacher salary strike over inadequate salaries and poor working conditions.
The Education Act additionally states that the Minister may recognise representative teacher associations which may advise and make representations to the Secretary and be consulted by the Minister on any matters pertaining to education in Zimbabwe (Article 68). School heads are included in the Zimbabwe Teachers’ Association (ZIMTA), while the Zimbabwe National Union Of School Heads represents the interests of all school heads in the country.
2.3. Leadership preparation and training
Pre-service training
Teachers that qualify for school administrative positions (including deputy head and school head) must attain relevant administrative professional qualifications approved under continuous professional development programmes before they are appointed to such posts, as described in the 2020 Continuous Professional Development Framework for Teachers and Supervisors. School heads should first receive training prior to being posted to their position, and not automatically promoted. Administrative courses should include educational supervision; evaluation; monitoring; and administration.
Induction and in-service training
Induction school management training is mandatory and offered to newly appointed school heads for up to a week. Content focuses on educational supervision, evaluation, monitoring and administration. The 2020 Continuous Professional Development Framework for Teachers and Supervisors guides the in-service training of primary and secondary teachers, college lecturers, school heads, deputy heads, teachers-in-charge, and classroom practitioners. According to this framework, induction workshops and supervision must be conducted regularly for updating of lecturers, teachers, and school heads through in-service programmes. Workshops include topics in finance, administration, and performance management. In-service training content is updated regularly to ensure school leaders are equipped with the most current knowledge and skills. One of the objectives of the 2021-25 Education Sector Strategic Plan is similarly the capacity development of teachers, head teachers, and school development committees.
3. Teachers, parents and students
3.1. School management committees and boards
The 1987 Education Act (as amended in 2020) provides for the establishment of School Development Committees (SDCs) at every school (Article 36), which are established by the School Parents Assembly. SDCs play a critical role in creating conducive, inclusive, learning–teaching environments for learners, teachers, staff and parents; developing infrastructure; mobilising resources; managing school finances; and managing conflict.
The School Development Committees Handbook describes the establishment of SDCs, the roles and responsibilities of office bearers, and the functions of the SDC. Registered government, non-government and satellite schools are required to establish a School Development Committee whose members are parents or legal guardians of learners enrolled at the school. The SDC comprises at least nine members which include five parents elected by the parents or legal guardians; the School Head and Deputy Head as ex-officio members (not elected); a senior teacher at the school; and a representative of the Responsible Authority. The role of SDC members is to positively contribute to the school’s improvement, with specific roles and responsibilities of office bearers outlined in the handbook. The role of the school head is to facilitate the induction of the elected members so that they can assist in the operations, development, and growth of the school.
The functions of the SDC are similarly outlined in the 2015-22 Curriculum Framework for Primary and Secondary Education.
The School Development Committees Handbook additionally states that it is critically important to ensure that the composition of the School Development Committee is gender sensitive.
3.2. Middle leaders
The School Leadership Handbook aims to identify the duties and responsibilities of the School Head, Deputy Head, Head of Department, Teacher in Charge, Senior Master/Lady, Teacher, and non-teaching staff.
3.3. Parents
The 1987 Education Act (as amended in 2020) provides for the establishment of a School Parents Assembly at every school (Article 36). A parent whose child attends school for that year can also be elected to the SDC. The roles of parents in schools are additionally outlined in the 2015-22 Curriculum Framework for Primary and Secondary Education.
3.4. Students
While existing educational frameworks, such as the 2015-22 Curriculum Framework for Primary and Secondary Education, promote student participation and leadership development, they do not provide explicit guidelines on the formation, representation, or operational dynamics of student councils.
4. Governance
4.1. Autonomy of school leaders
According to the School Leadership Handbook, school heads are responsible for the administration of public funds, including the preparation of annual budget proposals for the school; managing fundraising efforts by articulating the goals for which funds are being raised; chairing the Finance Committee; being a signatory to all school accounts; and maintaining accurate personnel, enrolment, financial and other records.
School heads are additionally responsible for facilitating the development of a school-based curriculum and school-based syllabus which effectively implements the national, competence-based curricula and syllabi, with reference to the Curriculum Implementation Modalities. The Ministry has clearly outlined crosscutting/compulsory learning areas, with school heads responsible for ensuring that each learner participates in at least 10 learning areas, 7 of which need to be compulsory and 3-5 necessary electives.
Head teachers are not directly responsible for teacher appointment and dismissal, which is the responsibility of the Ministry of Primary and Secondary Education.
4.2. Assessment and accountability of school leaders
The School Leadership Handbook refers to a self-reflective process model for school leadership practice, where school leaders identify their own delivery and presentation strengths; and areas for improvement.
The Ministry of Primary and Secondary Education is responsible for the assessment of the performance of school heads, in accordance with the handbook. The framework hold school leaders accountable through a structured process that evaluates their effectiveness in delivering educational outcomes and their management of administrative tasks, such as financial management, curriculum implementation, and the oversight of public funds.
4.3. Teacher assessment by school leaders
School heads are explicitly responsible for teacher performance management and appraisal, as described in the School Leadership Handbook. This includes conducting teacher performance evaluations based on the Integrated Results Based Management system (IRBM) system, providing constructive feedback on teacher performance; and identifying areas that require improvement for the benefit of both the teacher and the learners.
The PEER team thanks Dr. Zvisinei Moyo, Department of Educational Leadership and Management at the University of Johannesburg, and Dr. Paul Mupa, Department of Educational Studies at the Zimbabwe Open University for their contributions to the review of this profile.
