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 2018 Basic Law of the Education System, which governs education from the pre-primary to the higher education level, does not mention school directors or related terms. However, it mentions that the administration and management of each school or group of schools is ensured by its own bodies, to which the representatives of teachers, students and non-teaching staff are democratically elected, supported by advisory bodies and specialized services.
The Education Policy Roadmap of São Tomé e Príncipe Vision 2022, published in 2012, elaborates the vision for the education system of São Tomé e Príncipe over 10 years, together with action plans and strategies to achieve short, medium, and long-term objectives. One of its key objectives is to improve hiring and training and strengthen the role of school directors to improve the educational outcomes of each school.
According to Order No. 38/GMEC/2010, the management structure of secondary schools includes a director, an academic council, an administrative council and a school assembly. The director can be assisted in their functions, according to the number of students of the school, by a deputy director and/or academic secretary or an administrative director.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Order No. 38/GMEC/2010 specifies the competencies and roles of the director. It details their responsibilities in leadership, compliance with educational policies, methodological preparation, administrative tasks, and educational project oversight. According to this order, “the director is the body that manages the school in the administrative, financial, pedagogical, cultural and patrimonial areas”.
In addition, Order No. 47/2013 provides guidelines for the administrative and financial management of schools in STP. It outlines the responsibilities of the Administrative and Financial Director, including organizational, coordination, and execution of administrative activities, financial management, and compliance with school operational guidelines.
Roles
Setting expectations/objectives: School principals compile statistics regularly, prepare detailed reports on school operations, and provide necessary updates to the Directorate of Education and superiors for informed decision-making. They collaborate with teachers to create and evaluate the school's educational project, ensuring the community understands its purposes, objectives, and benefits (Table II: Competencies of school management bodies in STP)
Developing teaching and learning: According to Decree-Law 27/2010 (article 8), the monitoring and evaluation of the offer of each school is the responsibility of the respective administration and management bodies, which are responsible for developing the mechanisms considered appropriate for this purpose, together with the competent services of the ministry responsible for the area of education.
Principals oversee adherence to the school's work plan and schedule while regularly monitoring and supervising the execution of teachers' lesson plans. They provide guidance and resources to staff to foster a socio-educational environment conducive to learning. Principals also chair, supervise, and guide methodological preparation, as well as monitor the execution of the educational project. Additionally, they aid in improving the teaching and learning process by closely monitoring students' progress and promptly addressing any issues that arise (Table II: Competencies of school management bodies in STP).
Promoting collaboration: Principals foster relationships among staff, students, and the community to cultivate a supportive and inclusive school climate. They develop recreational spaces and promote citizenship, ensuring the school is a safe and engaging environment for students. Additionally, principals inform the educational community about the school's goals and actively engage with families and community stakeholders to support students' education (Table II: Competencies of school management bodies in STP).
Supporting staff development: Principals regularly assess the professional development needs of teachers. They offer individualized professional support and mentoring opportunities, ensuring teachers receive the necessary guidance to enhance their skills and teaching methods effectively (Table II: Competencies of school management bodies in STP). Order No. 38/GMEC/2010 states that it is the responsibility of the director to propose to the board the training and updating plan for teachers and non-teaching staff. Order No. 76/GMEES/2019 (art. 16) explains that the directors may propose to the Office of Continuing and On-Duty Training the implementation of training actions.
Acting in accordance with the ethical principles of the profession: They are to strengthen the school's leadership and manage more effectively (Table II: Competencies of school management bodies in STP). Order No. 38/GMEC/2010 states that those in charge of the management of schools are exclusively at the service of the public interest and will observe, in the exercise of their functions, “the principles of legality, justice and impartiality, competence, responsibility, transparency and common sense”.
Others: Teaching is not necessarily part of the responsibilities of school principals (Table II: Competencies of school management bodies in STP).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2018 Basic Education Law states that teaching shall be provided by holders of professional qualification for teaching, which is obtained through initial training courses, at the undergraduate level. Decree-Law No. 05/2022 also clarifies the legal regime regarding professional qualification for teaching, specifically in what concerns initial training. Order No. 38/GMEC/2010 (art. 14) states that the director shall be a teacher with pedagogical training.
Appointment decision
Order No. 38/GMEC/2010 states that the school director is appointed by the member of the government responsible for the area of education, after consulting the directorate of secondary education. The Deputy Director and the Head of Administrative Services are appointed by the Director, from among the teachers of the Ministry of Education who have at least 5 years of service, a minimum academic training, and a bachelor's degree and their appointment is validated by the member of the government responsible for the area of education.
Employment equity measures
The 2022 Parity Law aims to increase women's representation in decision-making roles and promote gender equality in public life, ensuring significant gender representation in central and regional governments, the parliament, and leadership roles within public administration.
Working conditions
Order No. 38/GMEC/2010 states that the mandate of a director has a duration of four years, with the possibility of reconduction. Article 17 explains that the director enjoys the general rights recognised to teachers in the school in which they work.
2.3. Leadership preparation and training
Pre-service training
The 2019 World Bank STP- Quality Education for All Project (P146877) mentions that pre-service and in-service training was provided for 528 administrative staff and school directors, within the MECC through workshops, and face-to-face and distance learning training programmes.
Induction and in-service training
The 2012–22 Education Sector Plan includes objectives to conduct training courses in the field of administrative management intended for inspectors, managers, school directors and representatives of local authorities/communities to teach them the following subjects: the school operation and management; ii) the quality of education and learning; iii) the interpretation and understanding of educational policy instruments and other school legislation; iv) student retention; v) security and school discipline. Order No. 38/GMEC/2010 states that the director, deputy director and chief of the administrative services have the right to specific training for their duties.
3. Teachers, parents and students
3.1. School management committees and boards
According to Order No. 38/GMEC/2010, the management of schools is ensured by its bodies, namely the director, an academic council, an administrative council and a school assembly. In the case of secondary schools, representatives of teachers, students, and non-teaching staff are also part of the pedagogic council and the school assembly.
3.2. Middle leaders
Order No/ 38/GMEC/2010 refers to the different positions occupied by middle leaders namely members of the pedagogical council, the school assembly and the class director. The 2019 Role of the Class Director Seen by 12th-year students: the case of the Liceu Nacional de São Tomé and Príncipe research paper referred to by the Digital Repository of the MECC, states that the Class Director represents a determining element in the school organization given the triangulation of their role between all agents of the educational community. “The class director is the intermediate administrator of the school organization and in another way a socio-cultural mediator. In this way, the director of the class can be seen as an administrator among the students, teachers, parents and guidance of education”.
3.3. Parents
The 2023 Sao Tome and Principe Partnership Compact “Strengthening the education system to generate quality and equity in learning” refers to parents’ associations and their implication in ensuring a safe space and violence prevention in schools. Order No. 38/GMEC/2010 guarantees parents’ right to participate in the school life. In states that the pedagogical council and the school assembly include the representation of parents. It adds that the representative of parents is designated by the respective association, and in case it does not exist, by the terms to be established in the school's internal regulation.
3.4. Students
According to the 2018 Basic Education Law, student participation in the management bodies is included in secondary education. Order No. 38/GMEC/2010 states the students’ representative is annually elected among the class delegates.
4. Governance
4.1. Autonomy of school leaders
Order No. 38/GMEC/2010 advocates for greater autonomy of schools and the expansion of their bodies, structures, and services. However, the transfer of competencies and responsibilities to schools depends on several factors, including the accountability of the bodies responsible for the administrative and pedagogical management of schools, which is assessed through performance evaluations. The autonomy of the school administration is contingent upon a favorable technical opinion, resulting from external evaluation.
When autonomy is conceded, the school direction has autonomy regarding the flexible management of the curriculum, the selection and recruitment of teachers and non-teaching staff, the establishment of partnerships with other entities and local services, etc. (article 8).
The administrative and financial chief manages the school's financial resources, maintains school facilities, and handles administrative tasks related to staff and students. They also prepare administrative and financial matters for the Director's approval. Order 47/GMECF/2013 provides a framework for the organization of these services. It states that the director of the school nominates the chief of the administrative services.
4.2. Assessment and accountability of school leaders
Decree-Law No.02/2022 on the evaluation of schools states that one of the main objectives of the external evaluation is to guarantee the efficiency and effectiveness of the organization and management of schools and the level of training of its managers. It adds that the results of the evaluation shall allow the formulation of concrete proposals, namely regarding “the performance evaluation of teaching and non-teaching staff and managers”.
Schools shall also elaborate a self-evaluation report which, after being approved by the school management bodies (orgãos de gestão da escola) shall be sent to the General Inspection of Education.
The 2012 Organization of Educational Administration in São Tomé and Príncipe research paper referred to by the Digital Repository of the MECC and the 2014 Education for ALL World Bank paper state that the “General Inspection of Education (IGE)” is responsible for technical-pedagogical, administrative, and financial control and support of the educational system. The Inspection's role includes evaluating and inspecting educational establishments, services, and activities across all levels of public, private, and cooperative education.
4.3. Teacher assessment by school leaders
Order No. 38/GMEC/2010 states that it is the competency of the director, under the terms of the applicable legislation, to organize the entire process of evaluating the performance of teaching and non-teaching staff and to exercise hierarchical power in relation to them, according to the results.
The 2012 Organization of Educational Administration in São Tomé and Príncipe mentions that the General Inspection of Education (IGE) manages situations related to the lack of qualifications of many teachers. School directors conduct technical and supportive visits to teachers and evaluate their performance to improve teaching practices.
