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 2014 Education Bill defines a principal of an educational institution as ‘the person performing the duties of head of the institution’. A head teacher is ‘the head of the school, whether called the headmaster, head teacher or principal’.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2010 Professional Standards for Teachers (under revision by the Ministry of Education) set standards of performance for those who teach, lead and supervise within the education system to achieve desired educational outcomes, providing a framework within which to assess performance, provide training, and enable public accountability. They include the Leadership Standards for Principals, which provide the knowledge and skills necessary for proficiency in leadership. The performance standards encompass fifteen major areas, including: assessment; behaviour management; community involvement and support; curriculum; ethical behaviour; evaluation; financial management; governance; planning and organization; plant management; professional learning; safety and security; school culture; teaching and learning; and technology. The standards are aligned with the Organization of American States OAS, 2020 CARICOM Standards for the Teaching Profession: Teachers, Educational Leaders and Teacher Educators, and international standards, with some modified to better suit the Guyanese context.
The Desk Manual for Education Managers – Section III: Managing the Delivery of Education at the School Level (published by the Ministry of Education, with the technical assistance of UNICEF) provides guidance to head teachers/principals on the requisite knowledge and procedures to effect their tasks, with detailed roles and responsibilities of head teachers. The job descriptions and responsibilities of education managers at the central and regional levels are provided through Sections I and Sections II of the Desk Manual for Education Managers.
The 2013 Manual for the Governance of Schools by Boards, developed and published by the Ministry of Education, details the legal and regulatory framework within which School Boards must operate and includes a section on the roles and responsibilities of the head teacher/principal. The heads of schools are expected to work in close collaboration with the Board to have a well-managed school/institution.
Various roles for school principals/head teachers are additionally described in the 2014 Education Bill.
Roles
Setting expectations/objectives: The school principal sets the school’s vision and mission on the basis of continuous improvement, as described in the Leadership Standards for Principals (part of the 2010 Professional Standards for Teachers). All stakeholders within the school must have reached a consensus regarding their shared sense of vision and mission, with the principal leading its development and implementation.
Developing teaching and learning: There are various standards outlined in the Leadership Standards for Principals related to the development of teaching and learning. These include collecting and analyzing student performance data to identify patterns of achievement and underachievement; designing and implementing teaching, learning and assessment tasks that ensure all students achieve minimum proficiency; ensuring that the school facility is adequately maintained, clean, and conducive for teaching and learning; creating and maintaining a school culture that reflects norms, values, standards and practices that reinforce the academic, social, emotional and relational growth for each student; and articulating a clear vision of technology integration within the school community that enriches curriculum, teaching, learning, and assessment.
Promoting collaboration: One of the Leadership Standards for Principals is related to ‘community involvement and support’, and includes responsibilities for reinforcing the involvement and collaboration of school community members to help the school achieve its continuous improvement targets and short- and long-range goals and ensuring that teachers are engaged in a process of collaborative planning for curriculum implementation. The 2013 Manual for the Governance of Schools by Boards and Desk Manual for Education Managers – Section III: Managing the Delivery of Education at the School Level similarly emphasise that it is the principal’s responsibility to establish and maintain school community relations; liaise with schools and community, parents, agencies and institutions; and meet with parents at least once per term.
According to the 2014 Education Bill, the principal and teachers are additionally responsible for consulting with parents or guardians with respect to the student’s academic performance.
Supporting staff development: Principals are expected to support teachers in improving instruction and their classroom practice, being responsible for providing feedback to teachers based on classroom observations, holding regular staff development sessions, and employing strategies and activities to enhance their professional development.
Acting in accordance with the ethical principles of the profession: According to the Leadership Standards for Principals, principals are expected to act with integrity, fairness, and honesty in all aspect of carrying out their responsibilities as school principals and in an ethical manner with all stakeholders of the school. The Code of Conduct for Teachers outlines the detailed code of conduct for the profession.
Others: There are several additional roles for school principals outlined in the 2014 Education Bill, Leadership Standards for Principals, 2013 Manual for the Governance of Schools by Boards, and Desk Manual for Education Managers – Section III: Managing the Delivery of Education at the School Level. These include being responsible for the day-to-day management of the school; maintaining student records and registers; and maintaining order and discipline in the school in accordance with the Manual of Guidelines for the Maintenance of Order and Discipline in Schools (set out in Schedule III of the Act). The principal is additionally responsible for implementing and monitoring a student behavioural plan; operating and maintaining the school plant; applying safety and security policies; and utilizing school facilities and resources for the continuous improvement of the organization.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
School principals must possess a four-year non-research-based degree, have at least 4 years of professional teaching experience, and 3 years of administrative experience. Only fully trained teachers are eligible to apply for promotion to senior school posts in secondary schools. The minimum requirements for trained teachers are set out in the 2014 Education Bill and 2010 Professional Standards for Teachers, and include being certified to teach, as approved by the Teaching Service Commission and accredited by the Guyana Accreditation Council.
Appointment decision
All appointments in the teaching service (including for head teachers) are made at the central level by the Teaching Service Commission. Appointments of teachers and head teachers are made based on an open application process, with all applicants required to complete an application form outlining their suitability for the post, in addition to completing a written test. Letters of appointment for head teachers and deputy heads are issued by the Ministry of Education. According to the 2014 Education Bill, the board of governors in public secondary schools make recommendations for the appointment of staff to the school.
Employment equity measures
The 2018 National Gender Equality and Social Inclusion Policy aims to increase the participation of women in public management positions. The Women’s Leadership Institute looks to foster greater representation of female leadership throughout the workforce.
Working conditions
Head teachers and teachers are included as part of the government’s public service workers, with the salaries of head teachers being standardized and set at the national level. The Ministry of Education publishes the salary scale for head teachers in accordance with the grade of the school and in consultation with the Guyana Teachers Union. For instance, in 2024, a graduate headmaster of a Grade A school received $369,795 (1779.71 USD), while a graduate headmaster of a Grade B school received $348,658 (1677.98 USD).
According to the 2014 Education Bill, the Teaching Service Commission may appoint teachers on pensionable and non-pensionable terms in public schools, in accordance with the regulations and rules of the Teaching Service Commission.
2.3. Leadership preparation and training
Pre-service training
The 2021-25 Education Sector Plan aims to design a post-graduate programme that prepares candidates for the position of headteacher. The programme will include training on how to observe and improve the performance of teachers in their schools and establish criteria for competitively selecting applicants into the programme. There is no pre-service training requirement for all head teachers.
Induction and in-service training
The 2021-25 Education Sector Plan aims to enhance training for educational leaders, which includes training for newly appointed head teachers (induction), and in-service training of headteachers in the use of the appraisal instrument. The government additionally trains head teachers on the new curriculum and the EMIS.
3. Teachers, parents and students
3.1. School management committees and boards
The 2014 Education Bill provides for the establishment and functions of boards of governors in public secondary schools. A board of governors consists of the principal and vice principal; a member nominated by the Parent Teacher Association (PTA) of the school (or a parent nominated by the principal in the case of no PTA); a member nominated by the academic staff; one member nominated by the student body of the school; and no less than seven members nominated by the Minister of Education from among persons who represent religious denominations, organisations concerned with business, or organisations concerned with community development. The board of governors is responsible for making recommendations for the appointment of staff to the school; making recommendations for disciplinary actions to be taken; receiving, disbursing and accounting for the financial resources of the school; overseeing the rebuilding or extension of the school if decided by the Ministry; reviewing and approving the school development plan prepared annually by the school’s management; monitoring the implementation of policies for the administration of the school; and monitoring and evaluating the performance of the students at various grade assessments and examinations.
If a Parent Teacher Association does not exist in a school, the principal, in collaboration with the academic staff, may establish a school committee comprising of a number of parents, teachers and members of the community, which shall be an advisory committee to the school until the formation of a Parent Teacher Association.
The 2013 Manual for the Governance of Schools by Boards similarly describes the composition and functions of boards.
3.2. Middle leaders
The Desk Manual for Education Managers – Section III: Managing the Delivery of Education at the School Level includes job descriptions and responsibilities for deputy head teachers, senior masters/mistresses and heads of department.
3.3. Parents
The 2014 Education Bill provides for the establishment of a Parent Teacher Association (PTA) in each school, whose purpose is to promote the interests of the school by enhancing cooperation among parents, members of the community, students and teachers.
3.4. Students
According to the 2014 Education Bill, every public secondary school must establish a student council. The functions of the student council are to ensure that the school administration looks after the general welfare of all students attending the school; report to the principal on teacher behaviour and classroom performance; assist the school administration in the discipline of students; assist the school administration in reduction of incidences of vandalism at the school; assist in the general maintenance and upkeep of the school and its premises; provide opportunities for students to participate in leadership roles; assist the principal and staff in deciding on school rules and policies; assist teachers in encouraging all students to obey school rules and policies; suggest ways of assisting students who are slow in studies or with their school work; assist the principal and staff in identifying students with financial and other problems and to organise assistance for them; and to organise activities, in consultation with the principal and staff, for enriching the experience of all students.
4. Governance
4.1. Autonomy of school leaders
According to the 2010 Leadership Standards for Principals, the Ministry of Education provides the curriculum to be followed at the school level. The principal is responsible for ensuring the school’s curriculum is organized and aligned with the Ministry of Education, adapting it based on the learning needs of the students.
The principal is further responsible for the financial management of school funds and must account for financial and material resources of the school.
The Teaching Service Commission is primarily responsible for the deployment of teachers in schools, with boards giving recommendations on appointments. Head teachers may also choose from a shortlist of candidates, as described in the 2023 Teacher Policy Framework.
4.2. Assessment and accountability of school leaders
The Annual Appraisal Report on Teachers and Senior Leaders includes the following assessment areas for school leaders: job knowledge; supervision; organisation; administrative leadership; professionalism; staff development; curriculum implementation; evaluation; human relationships; and support services. All staff, including head teachers, are additionally expected to complete appropriate records and reports according to the school, Department and Ministry of Education policies.
4.3. Teacher assessment by school leaders
Teachers participate in four performance evaluations per year by principals. The 2010 Leadership Standards for Principals expect school principals to utilize a variety of evaluative assessment tools to evaluate teachers and provide them with feedback to ensure accountability. The Desk Manual for Education Managers – Section III: Managing the Delivery of Education at the School Level provides details on the teacher appraisal system conducted by principals.
