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 1971 Education Ordinance (amended in 2021) defines a principal (校長), subject to the subections in Part IV of the Ordinance, as “a teacher who is approved as the principal of a school.” The principal is responsible for the teaching and discipline of the school and for such purposes shall have authority over the teachers and pupils of the school.
The Guide to Salary Assessment for aided primary schools and aided secondary schools uses the terms “School Heads and Deputy Heads” as well as “headmaster” and “headmistress.” In fact, the term “principal” is regularly used in public schools and EDB’s documents, circulars, and websites. As such, “principal” will be the term used for this profile.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Education Department announced in Circular No. 31/2002 the implementation of the Principals’ Continuing Professional Development Framework. The framework aims to “empower principals to become effective leaders of schools as dynamic and accountable professional learning communities in facing the challenges of an ever-advancing knowledge-based society”.
The Committee on Professional Development of Teachers and Principals (COTAP) is an advisory body which advises the Government on policies, practices and measures relating to professional development. COTAP has developed the Professional Standards for Principals of Hong Kong (PSP). The T-Standard+ portrays the vision and mission of teachers and principals of Hong Kong at different stages of their professional journey and is used by all educators.
The Hong Kong Principals' Institute (HKPI), a professional body of Hong Kong school principals in pursuance of excellence in educational leadership, has developed the Principals Capabilities Framework (PCF). The framework was designed as a tool for continuous professional development, not as a standardized performance evaluation tool.
Recently, the government has launched “School-based Management Information Online” which seeks to provide information for school managers and management groups.
Roles
Setting expectations/objectives: The first core area of school leadership in the Principals’ Continuing Professional Development Framework is “strategic direction and policy environment”. An accomplished school principal, in accordance with the Professional Standards for Principals of Hong Kong (PSP), establishes a shared vision of learning and teaching among teachers and students. The principal reviews the school vision and mission “in line with the latest world trends and developments, adopting a global mindset and systems thinking, responding professionally to social expectations and dynamics”. The principal also must ensure that school policies and practices are aligned with educational values so that students have the best learning opportunities through a broad and balanced curriculum. The organisational structures, school policies, strategies and resources must all be anchored in learning.
Developing teaching and learning: Three relevant core areas in the Principals’ Continuing Professional Development Framework are titled “learning, teaching and curriculum; staff and resources management; and quality assurance and accountability.” The principal is responsible for planning, implementing, and evaluating the curriculum. The Professional Standards for Principals of Hong Kong (PSP) states that capable school principals implement a whole-school approach to value education for the students’ character formation and care for their all-round growth. They are “responsive to student diversity and equity in education and enable students’ fair access to learning opportunities, emotional and social support.” To achieve professional excellence, principals “nurture leadership capability on curriculum development and enhance teachers’ self-efficacy, building collective instructional capacity and influence of the schools”. They foster whole-person education effectively, integrating it into the school policies and curriculum.
Promoting collaboration: Another core area in the Principals’ Continuing Professional Development Framework is “external communication and connection to the outside world”. A competent principal in the Professional Standards for Principals of Hong Kong (PSP), recognises “collegial harmony as a strategic element in school development and builds an organisational climate that nourishes a sense of togetherness and a rapport that enables the school to develop as a learning organisation.” They establish close and effective partners with stakeholders to actualise the school’s shared vision of learning and teaching, creating a school community in which ethical behaviour and values are honoured and celebrated. A distinguished principal creates an innovative environment in which learning flourishes and in which stakeholders are inspired to engage in professional exchanges and diversified learning opportunities. Principals are responsible for promoting the school image, building learning communities for the co-construction of knowledge, and engaging the community for school development and mutual benefit.
Supporting staff development: The third core area of school leadership in the Principals’ Continuing Professional Development Framework is focused on teacher professional growth and development. The Professional Standards for Principals of Hong Kong (PSP) states that “Principals raise teachers’ awareness of educational values in relation to school policies and practices. They guide teachers in realising these values in their daily practices and cultivate in students' positive values and attitudes.” This means that they should be able to recognise teachers’ needs at different stages of development, care for their well-being, work-life balance, and professional development. They exercise instructional leadership and provide the conditions necessary for enhancing teachers’ professionalism in skills such as information and media literacy, technological, pedagogical and content knowledge, and effective learning for students. An accomplished principal motivates their teachers intellectually, enhances their self-efficacy, and constructs work settings which are conducive to the enhancement of their profession. Culture and team building is also a critical leadership skill.
Acting in accordance with the ethical principles of the profession: According to the Professional Standards for Principals of Hong Kong (PSP), “Principals are people of high moral character who are committed to educational values and uphold professional conduct. They aspire to serve the noble cause of Education... In the face of ethical challenges, they make fair and professional decisions by drawing upon moral principles and demonstrating personal integrity.” The 2022 Guidelines on Teachers’ Professional Conduct, which also applies to school principals, focuses on the professionalism, personal ethics, and conduct of teachers. One of the codes includes, “uphold the values and virtues of probity, integrity and honesty.” Principals should follow the belief that all school members be treated with justice and integrity and have their rights duly recognised. Principals are expected to be astute and courageous; uphold probity, integrity and honesty in work and dealing with people; and have a high moral character that can be a role model to staff and students. Furthermore, principals, who are members of the incorporated management committee (IMC) are expected to follow the document Overview of Roles, Functions, Responsibilities and Ethics of School Managers.
Others: The Principals Capabilities Framework (PCF) adds that part of leadership practices includes involvement in the professional community of principals. This includes participation in district and territory-wide professional bodies, collaboration with peers, and sharing and disseminating good practices. An additional domain focuses on connection to international communities.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Education Bureau Circular No. 1/2023 updates the requirements for the Certification for Principalship (CFP). Aspiring principals must have at least five years of teaching experience and possess a recognised teacher training qualification to apply for participation in a maximum two-year CFP process. According to the circular, the recognised teacher training qualification refers to a local Teacher’s Certificate, a local Postgraduate Diploma/Certificate in Education, a local Bachelor of Education degree or equivalent. Once satisfying the criteria and successfully gaining the CFP, they may be qualified to become a school principal.
Appointment decision
According to the 1971 Education Ordinance (amended in 2021), the sponsoring body of a school may request the incorporated management committee (IMC) of the school to recommend for approval the person to be the principal of the school. The IMC develops a principal selection committee composed of representatives of the IMC and the sponsoring body. The principal selection committee selects a suitable person for recommendation in an open, fair and transparent manner. The, their recommendation is sent to the Permanent Secretary who approves or denies. There is an age limit as the person must not be aged 60 years or older at the commencement of their employment as stated in subsection (58A) in Part IV. The Education Bureau’s 2013 Selection and Appointment of a School Principal guide serves as a resources to assist committees in the selection and appointment of school principals.
Employment equity measures
No information was found.
Working conditions
Principals may hold their position indefinitely unless they lose their teaching registration, have resigned, or have been removed or replaced by the Permanent Secretary. They are considered civil servants. The validity of the Certification for Principalship (CFP) is five years and must be renewed. The Education Bureau has provided a Guide to Salary Assessment for aided primary schools and aided secondary schools (2022). According to this guide school leaders have a set number of points on the Civil Service Bureau’s Master Pay Scale. They are as follows: Headmaster/Headmistress I (HMI) - 43-46, Headmaster/Headmistress II (HMII) - 40-43, and Senior Primary School Master/Mistress (SPSM) - 35-39. As such, the lowest base payment a school leader can be paid is HK$80,730 per month and up to HK$128,420 starting September 1, 2022.
2.3. Leadership preparation and training
Pre-service training
According to Education Bureau Circular No. 1/2023, all aspiring principals must complete the Certification for Principalship (CFP) process, which comprises of a needs analysis (NA), a preparation for principalship (PFP) course, and a professional development portfolio. The Needs Analysis assesses their suitability for principalship, providing a basis for them to design personal professional development plans directed at improving leadership ability. The PFP Course helps aspiring principals understand the values, knowledge, skills and attributes required of school principals. During this course, aspiring principals are required to do an action research project to demonstrate their application of knowledge and skills acquired from the Course in their school context. Finally, the portfolio provides a way for APs to present evidence of their continuing development and learning progress, as well as their growing preparedness for principalship.
After successful completion of the NA and the PFP course, aspiring principals can apply to the School Leadership and Professional Development Section of the Education Bureau for CFP by submission of the professional development portfolio alongside the application form.
Induction and in-service training
According to EDB Circular No. 31/2002, Newly Appointed Principals in the first two years of their principalship are required to undergo a designated programme. They must also engage in continuing professional development (CPD) activities relevant to their personal and school needs. The Professional Standards for Principals of Hong Kong (PSP) states that principals must be themselves active learners continuously equipped with updated professional knowledge. Serving Principals must undertake CPD activities for about 50 hours a year, adding up to a minimum of 150 hours in a three-year cycle. The principals have to engage in the three modes of CPD activities: (i) structured learning, (ii) action learning and (iii) service to education and the community. A maximum of 90 hours and a minimum of 30 hours should be set for each mode in a three-year cycle.
The Committee on Professional Development of Teachers and Principals (COTAP) is responsible for providing continuous professional development for teachers and school leaders.
3. Teachers, parents and students
3.1. School management committees and boards
According to subsection (32) in Part IIIA of the 1971 Education Ordinance (amended in 2021), “every school shall be managed by its management committee”. Under the 2004 amendments, all schools were required to set up an Incorporated Management Committee 法團校董會 (IMC). The incorporated management committee of a school is responsible for: (a) formulating education policies of the school in accordance with the vision and mission set by the sponsoring body; (b) planning and managing financial and human resources available to the school; (c) accounting to the Permanent Secretary and the sponsoring body for the performance of the school; (d) ensuring that the mission of the school is carried out; (e) ensuring that the education of the pupils of the school is promoted in a proper manner; and (f) school planning and self-improvement of the school. The IMC (Incorporated Management Committee) has broad authority to ensure the effective management and operation of the school, aligned with its vision, mission, and the educational policies set by its sponsor. This includes actions such as acquiring and selling property, employing teaching and other staff, managing funds and assets, operating bank accounts, borrowing money, and receiving gifts or donations.
Members are nominated by the school’s sponsoring body and must include the school principal, at least one teacher, one parent (two if the school is bi-sessional with AM and PM sessions), one alumni, one independent, and one alternate sponsoring body. The teacher representative is nominated by the principal while the parent representative is nominated by the recognized Parent Teacher Association (PTA). The proportion of board members present in the IMC is limited to 60%, the rest must be filled with teachers, parents, alumni, and other community members.
Further information about IMCs can be found on the new “School-based Management Information Online” website.
3.2. Middle leaders
The Education Bureau (EDB) established the Professional Ladders for Teachers in Hong Kong in the Education Bureau Circular No. 6/2020. The ladder shows the professional development path of educators in Hong Kong and goes to teachers, middle managers, vice principals, and then principals. The Education University of Hong Kong supported by the EDB provides a Certificate in Professional Development for Middle Leaders in Schools. The programme aims “to help participants to: understand the practical role and function of a middle leader in school; acquire or enhance the major skills and employ specific strategies in dealing with day to day duty as a middle leader; understand the trend of decentralising resource management and the school finance context in Hong Kong; articulate the global trend and perspectives of human resources management and recent financial resources management for school improvement; understand proper procedures in issues of human resources administration in schools; and understand the difficulty of human resources management and ways to deal with it.”
Middle leadership positions include Primary School Master/Mistress (PSM), Senior Primary School Master/Mistress (SPSM), Senior Graduate Master/Mistress (SGM), and Principal Graduate Master/Mistress (PGM). The requirements for each position can be found on the EDB’s Training Requirements for Promotion (in effect till 31 August 2023). Teachers must take a set number of hours of professional development training within five years to be considered for promotion.
3.3. Parents
Subsection (40AO) in Part IIIB of the 1971 Education Ordinance (amended in 2021), states that the incorporated management committee of a school may recognize one body of persons (however described) as the recognized parent-teacher association. According to the Education Bureau, most schools have set up a Parent-Teacher Association. Through the PTA, parents can work with the school to create the ideal learning environment for the physical and intellectual development of children. The schools in one administration district form a district-based Federation of PTAs. Each of the 18 administrative districts in Hong Kong has established its own Federation of PTA.
3.4. Students
There were no national laws, policies, strategies or frameworks which set out rules for the composition of student councils (also known as student unions, or associated student bodies). However, many Hong Kong schools do have student councils or unions.
4. Governance
4.1. Autonomy of school leaders
Principals must have a comprehensive understanding of the central curriculum and work with the teachers to develop school-centered goals and ethos favourable to the pursuit of quality in learning and teaching. The Principals’ Continuing Professional Development Framework states that the principal plays a role in leading and overseeing the whole school planning of a curriculum which suits the school context and is in alignment with educational goals and objectives. Skills the principals should have include curriculum design and evaluation as well as budgeting and financial management.
4.2. Assessment and accountability of school leaders
In the first two years of service as a principal, the newly appointed principals must annually present their professional portfolio to their School Sponsoring Bodies (SSBs), School Management Committees (SMCs), and Incorporated Management Committees (IMCs). As the Certification for Principalship (CFP) is valid for five years, principals must prepare a school development portfolio to demonstrate his/her leadership in a school situation. The portfolio includes information such as a statement describing the principal’s vision/ personal beliefs on principalship; reflections on work and learning experiences in the six core areas of leadership; and a concluding statement on the AP's readiness for principalship and further planning on all six core areas of leadership.
4.3. Teacher assessment by school leaders
Giving constructive and quality feedback is a leadership skill that is required for principals to obtain certification in Hong Kong. Principals are responsible for the supervision and monitoring of their staff. The process is described in the Education Bureau’s Teacher Performance Management Guide. Teachers are usually appraised by their supervisors, either the senior teacher or the deputy head.
The profile was reviewed by Dr. Elson Szeto, Research Consultant at The Education University of Hong Kong, and Prof. Junjun Chen, Associate Dean (Research and Postgraduate Studies) in the Department of Education Policy and Leadership at the same institution.
