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 2023 Education Act defines a ‘principal’ as ‘the person holding or acting in the position of principal of a school’. A ‘leader’ is defined as a ‘person holding or acting in a leadership position’, with a leadership position being ‘the position of principal or supervisor; or another position classified as a leadership position under section 71 (1)(b)’. The school community is the ‘students, teachers and leaders of the school; the parents of the school; other persons who have a legitimate interest in, or connection with, the school’.
According to the 2024 Education Transitional Regulations, leadership positions in a school are classified as follows: (i) principal; (ii) deputy principal; (iii) senior teacher; iv) supervisor; and v) deputy supervisor. Supervisors are responsible for the management of early childhood education centres.
The 2011 Teaching Service Handbook uses the term ‘head teachers’ for leaders at the primary education level and ‘principals’ for leaders at the secondary education level.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2023 Education Act outlines the general responsibilities of school principals (for schools) and supervisors (for early childhood) (Section 33), including their requirements. The principal is generally considered responsible for the day-to-day management of the school operations and for leading professional improvement at the school. Additionally, all school principals must comply with the 2023 Education Act itself, the Education Funding Code, regulations and administrative instructions, and conditions of registration.
The Administrative Instructions, a subordinate document outlined in Section 22 of the 2023 Education Act, set out the rules of conduct for teachers and leaders, as well as the standards for teachers and leaders that are relevant in assessing their performance. The administrative instructions cover six areas: (1) Provincial Education Coordination, (2) Education Providers, (3) School Boards and School Communities, (4) Schools, (5) Early Childhood Education Centres and (6) Teachers and Leaders. Alongside this Act, the Ministry of Education and Human Resources Development aims to publish a new teachers’ scheme of service and new teachers and leaders’ administrative instruction replacing the current Teaching Services Handbook, as stated in 2022.
The 2011 Teaching Service Handbook, developed and published by the Ministry of Education and Human Resources Development, describes the key roles, responsibilities and standards for head teachers and principals in detail in terms of preparations and teaching; supervision of staff and students; organization and administration; student welfare; reporting; and internal and external work relationships. The Handbook additionally sets out the National Professional Standards for Teachers (Chapter 10), National Code of Conduct (Chapter 11), National Scheme of Service for Teachers (Appendix C), and Whole School Development Standards, which include specific school management standards.
Roles
Setting expectations/objectives: The head teacher/principal is responsible for the development, management and implementation of the School Development Plan in collaboration with teachers, students, school committee members and community members, as described in the 2011 Teaching Service Handbook. The Development Plan must be publicly displayed, with progress discussed by school committee members at least four times per year.
Developing teaching and learning: Some of the major duties of head teachers/principals outlined in the 2011 Teaching Service Handbook are to assist with teaching duties; prepare lesson plans, assessment specifications and teaching aids; plan and teach the approved syllabus; prepare formative and summative assessments; and monitor student academic progress. They must additionally ensure that proper and effective teaching is taking place in the school and that the classroom environment is attractive, challenging, and conducive to learning. Head teachers/principals are further expected to hold regular staff meetings and to plan how best to improve the school, physically, administratively, and professionally.
Promoting collaboration: Part of the responsibility of head teachers/principals is to work cooperatively with the School Committee or Board (which includes teachers, parents, and community members) to ensure planning, budgeting, monitoring, reporting and communication to the wider community is well arranged for. They are expected to liaise well with the school board and increase the active involvement of the community in the co-management of the school and ensure that school internal assessments (annual and bi-annual) are timely produced and dispatched to parents/guardians. A record of student performance must be maintained and reported to parents at least twice a year. Similar objectives for head teachers/principals are set out in the 2015 Education White Paper.
Supporting staff development: According to the 2023 Education Act, school leaders are required to manage the professional development of teachers. The 2011 Teaching Service Handbook details these responsibilities, stating that the head teacher/principal is responsible for managing the overall performance of teachers; providing feedback to teachers based on observations; ensuring that teachers take part in school-based professional development activities at least once a year; facilitating and attending in-service courses and workshops provided for teachers; and developing a training plan for each teacher. The school principal is wholly responsible for leading professional development at the school, monitoring teacher performance, and supporting teachers in improving their instructional practice.
Acting in accordance with the ethical principles of the profession: All teachers and school leaders must perform their duties in compliance with the rules of conduct, as required in the 2023 Education Act. The 2011 Teaching Service Handbook outlines the Code of Professional Conduct for teachers and leaders, expecting them to maintain and comply with a high standard of personal conduct, dress code and appearance. The 2016-20 National Disability Inclusive Education Policy further specifies that school leaders should behave with integrity and promote inclusion in their schools and communities.
Others: There are several additional roles for head teachers/principals described in the 2023 Education Act, which include being responsible for disciplining students and suspending or expelling students; identifying and meeting the requirements of students with special needs; and taking steps in relation to contagious diseases that students, teachers, leaders or other staff may be exposed to. The 2011 Teaching Service Handbook further states that school leaders must be in control of all aspects of the school including administrative, professional, community liaison, students’ welfare and school affairs; ensure that student enrolment processes are observed; ensure the official calendar is followed; be responsible for the proper conduct of internal and external examinations; and respect the rights and beliefs of staff regardless of their gender, tribal group, seniority and religion.
The 2011 Teaching Service Handbook further clarifies that the principal and deputy principal should spend 50% and 75% respectively of their time on teaching and the other part (50% and 25% respectively) on management and administrative tasks.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The Teaching Service Scheme in the 2011 Teaching Service Handbook outlines the minimum academic credentials and experience necessary for eligibility to the position of a head teacher at the primary education level and principal at the secondary education level (in addition to credentials and experience required for deputies and classroom teachers). Qualifications and experience are determined in accordance with the education level and student enrolment at the school. All teaching staff (including head teachers and principals) must be members of the Teaching Service and registered with the Teaching Service Office within the Teacher Service Commission, as stated in the 2023 Education Act. Head teachers/principals are not required to meet any requirements beyond those required of teachers, with teachers considered trained if they have graduated with a Certificate, Diploma, Degree, Masters or Doctorate in teaching or education. Bachelor’s degrees are the minimum qualification required for principals at the senior secondary level, with all other head teacher/principal positions being able to be filled at a minimum by a certification or diploma, in addition to specified years of experience. Promotions at higher levels (senior teachers, deputies and head teacher/principal) are usually based on experience and performance.
At the primary education level, head teachers and their deputies at levels 6/7-9 must have either a certificate in teaching/education and a minimum of 3 years of experience as a teacher (Level 6.1); a diploma in teaching/education and a minimum of 2 years of experience as a teacher (Level 6.10); a Bachelor in Teaching/Education and a minimum of 1-year experience as a teacher (Level 7.1); a Master’s in Education (Level 8.12); or a Doctorate in Education (Level 9.14). Head teachers at levels 10/11 must have either a diploma in teaching/education and a minimum of 6 years L8 experience (Level 10.1); bachelor’s in teaching/education and a minimum of 4 years L8 experience (Level 10.1); Masters and a minimum of 2 years L8 experience (Level 10.5); or a Doctorate and a minimum 1-year L8 experience (Level 11.10). A person appointed to the position of deputy head teacher and head teacher should have in-service training in school leadership and/or administration.
At the secondary education level, principals and their deputies at levels 8-11 must have either a diploma in Teaching/Education and a minimum of 4 years L7/8 experience (Level 8.1); a bachelor’s in teaching/education and a minimum 2 years L8/9 experience (Level 9.1); master’s in education (Level 10.1); or Doctorate in Education (Level 11.5). A principal at level 11/12 (senior secondary level) must have a minimum experience of 3 years at level 9/10 and at least a bachelor’s in teaching/education.
According to the 2024 Education Transitional Regulations, the Administrative Instructions additionally include a job description for each leadership position that specifies the mandatory or desirable qualifications and experience for appointment to the position.
Appointment decision
The Teaching Service Commission (an independent government body) is responsible for making and confirming appointments of teachers (including head teachers and principals), as stated in the 1978 Constitution of the Solomon Islands. The Ministry of Education and Human Resources Development must be informed through the Teaching Service Commission on all matters relating to teacher postings.
The 2011 Teaching Service Handbook outlines the appointment and selection process. Teachers can apply for head teacher/principal positions, with neither position acquired simply through seniority. Head teachers and principals are appointed based on a merit selection process which determines the best available candidate for the position through the open advertisement of posts. The Teaching Service Commission must then verify all appointments. According to the 2024 Education Transitional Regulations, a merit-based selection process must be used to select a person for the appointment as a leader unless the person is an unattached teacher or leader or a teacher or leader who will be an unattached teacher or leader if the appointment is not made; the person is a person requiring rehabilitation following an injury at work and the person held an appointment as a leader at the time of the injury; the teacher or leader is being engaged as a fixed term employee for a period not exceeding 12 months to fill a shortage in leaders with the necessary qualifications and experience; or (d) the leader is also the education provider. The Administrative Instructions set out requirements for a merit based selection process.
Employment equity measures
The Gender Equity in Education Policy states that all those aspiring to be or holding leadership and management roles in the education system must be treated fairly, respectfully and equitably; regardless of gender. The 2016–20 National Gender Equality and Women’s Development Policy further aims towards the equal participation of women and men at all levels of decision-making, governance and leadership.
Working conditions
The 2011 Teaching Service Handbook, 2023 Education Act, and 2024 Education Transitional Regulations set out the conditions of service for teachers, including head teachers and principals. Teachers in the Solomon Islands can either be employed as civil servants or contract employees. According to the 2024 Education Transitional Regulations, teachers or principals can be employed by an education provider as an ongoing employee; or a fixed term employee (that is, for a specified period). In the absence of a specific employment contract to the contrary, government-funded teachers or leaders are employed as ongoing employees subject to the 2023 Education Act and the 2024 Education Transitional Regulations.
Head teacher/principals are employed on fixed-term or tenure contracts. Tenure contracts are defined as appointments to a responsibility post, above the current level (substantive level) of a teacher for a fixed period. On completion of the trial promotion (a period not exceeding one year), the tenure is renewed subject to a successful external appraisal and/or performance evaluation. If performance is not adequate, the head teacher/principal returns to a post at their substantive level. Fixed-term appointments are for two years and are renewed following external appraisal/performance evaluation. Permanent appointments are given to fully-trained classroom teachers. If a school teacher or leader is employed as a fixed-term employee for the last term in a school year and the first term in the next school year, the term of employment must be continuous and include the break between the end of the first school year and the commencement of the next school year
Salaries for teachers (including head teachers and principals) are paid in accordance with the Scheme of Service (Appendix C) and the Unified Salary Structure approved by the government. The starting salary is determined by the post to which they are appointed and their position in the scheme of service. On re-appointment to a post of responsibility (such as head teacher/principal), teachers are paid the salary appropriate to the salary level of the post. When a teacher is requested to fulfil the duties of a head teacher/principal post, they are eligible for a charge allowance. Rules set out in the Education Funding Code include rules for the provision of information to support the payment of remuneration to teachers and leaders. A principal working in the Solomon Islands typically earns around 87,520 SBD (10,327.36 USD) per year, ranging from the lowest average salary of about 46,400 SBD (5,595.84 USD) to the highest average salary of 130,400 SBD (15,726.24 USD).
All teachers are free to be members of a Teachers’ Association. The Solomon Islands National Teachers Association and the Solomon Islands School Principals Association represent the interests of teachers and principals, respectively, as described in the 2007 Teacher Education and Development Policy Statement.
2.3. Leadership preparation and training
Pre-service training
The Ministry of Education and Human Resources Development secured funding from the New Zealand and Australian Governments for the professional preparation of school leaders. The School of Education of the University of the South Pacific was contracted to provide training leading to the award of the diploma in educational leadership and change. The project, which is used in both preparation and in-service training, commenced in July 2009.
Induction and in-service training
The 2016-30 Education Strategic Framework aims for all schools to appoint qualified school managers who receive proper induction.
According to the 2024 Education Transitional Regulations, regardless of the content of the job description for a teaching or leadership position, a teacher or leader can be directed to attend training and development or a conference as part of the teacher’s or leader’s duties.
Many government policies and strategies aim to provide in-service training for head teachers and principals. The 2011 Teaching Service Handbook states that a person appointed to the position of deputy head teacher and head teacher should have in-service training in school leadership and/or administration. The 2022-26 National Education Action Plan aims towards continuous training and support for school leaders to assume increased accountability and responsibility in the day-to-day management of schools, with the Ministry of Education and Human Resources Development having invested heavily in teacher and school leader professional development throughout the years. In 2021, a two-year project provided more comprehensive training for teachers and leaders which reflects Solomon Island cultures and contexts. It also charted a strategy for the Whole Educator Professional Development Framework for the next 10-15 years, building on previous professional development initiatives.
The 2009 Policy Statement and Guidelines for Basic Education similarly stated that all principals and head teachers should undergo annual training in management, school development planning and finance. Objectives for head teacher/principal in-service training are similarly supported in the 2017-20 Monitoring, Evaluation and Learning Plan, 2011 National Curriculum Policy Statement, 2007 National Teacher Education and Development Plan and 2007 Teacher Education and Development Policy Statement.
The 2016-20 National Disability Inclusive Education Policy further aims to coordinate with the Solomon Islands National University in organizing and promoting professional development training for teachers and school leaders on best practices in inclusive education, such as mentoring and coaching, ethical leadership and other training relevant to sustain the implementation of inclusive education in the country.
3. Teachers, parents and students
3.1. School management committees and boards
The 2023 Education Act provides for the establishment (Section 27), objectives (Section 28) and functions (Section 29) of school boards, while the 2011 Teaching Service Handbook describes the roles and functions of School Committees (for primary schools) or School Boards (for secondary schools). All groups must be represented in these boards, including the head teacher/principal, teachers, students, parents/caregivers and community members.
The objectives include assisting in the operation of the school; involving the school community in the governance of the school (students, teachers, leaders, parents, and other persons with legitimate interest or connection with the school); and ascertaining the educational needs of the local community to educational developments within the school. Functions include setting the broad direction and vision of the school; determining school policies on safety, welfare, and discipline; monitoring the appropriate acquisition and use of resources; monitoring school management, teachers, and children attendance; assisting in the selection of teachers, leaders or other staff; promoting and coordinating fundraising activities; and reporting on school performance.
The composition and functions of school management committees and boards are similarly outlined in the 2015 Education White Paper and 2009 Policy Statement and Guidelines for Basic Education.
One of the objectives of the school board is to ensure that the cultural and social diversity of the community is considered, as stated in the 2023 Education Act. According to the 2011 Teaching Service Handbook, school committees must have more or less an equal number of male and female members.
3.2. Middle leaders
The 2011 Teaching Service Handbook describes the roles and responsibilities of senior primary teachers, deputy head teachers, senior secondary teachers, subject heads of department, and deputy principals. The 2024 Education Transitional Regulations also refer to the responsibilities of senior teachers.
3.3. Parents
The 2014 Education Act provided for the establishment and functions of parent-teacher associations in schools (Article 59). The Administrative Instructions were not yet published during the drafting of this profile.
3.4. Students
According to the 2014 Education Act, each school must have a student-representative body. The Administrative Instructions were not yet published during the drafting of this profile.
4. Governance
4.1. Autonomy of school leaders
Head teachers/principals are responsible for the financial management of schools, as stated in the 2023 Education Act. They complete the school budget for approval by the school board/committee and must ensure that funds are appropriately accounted for.
Teachers are appointed and dismissed centrally by the government, as described in the 1978 Constitution of the Solomon Islands, the 2023 Education Act and the 2011 Teaching Service Handbook. According to Section 26 of the 2023 Education Act, the Permanent Secretary for the Ministry of Education and Human Resources Development has the overall responsibility to employ teachers; to oversee the management of their performance; and to take appropriate action to deal with misconduct and unsatisfactory performance. Section 29 of the 2023 Education Act allows school boards to assist in the selection of teachers at the request of the Permanent Secretary.
Schools must follow the standardized curriculum in accordance with the 2011 National Curriculum Policy Statement. The curriculum is developed centrally and controlled by the Ministry of Education and Human Resources Development, although schools have the freedom to determine other school activities. The Ministry is further responsible for developing syllabuses, learner books, teacher guides and other learning and teaching resources of the approved National Curriculum.
4.2. Assessment and accountability of school leaders
External appraisals of school principals and head teachers are conducted by provincial education authorities against their job descriptions according to the 2011 Teaching Service Handbook and Implementation Guide of the Inspectorate. Provincial education authorities are mandated to keep the Teaching Service Commission informed of all decisions.
According to the 2023 Education Act, the permanent secretary may require an authorized officer to conduct an assessment of a school leader in the form of an investigation into their capacity, performance and professional conduct (Section 85).
The Administrative Instructions may include provisions about the performance assessment of school leaders.
4.3. Teacher assessment by school leaders
Teacher evaluations are conducted on three levels: self-evaluations, principal evaluations, and external evaluations by school authorities. Principals and head teachers, in consultation with their school committees or boards, are required to appraise all teachers in their schools at least twice per year, as described in the 2011 Teaching Service Handbook. They set the time frame and plans for undertaking the external appraisal for the teacher for over one week. In addition, head teachers/principals must keep and maintain progressive assessment records of all staff, which are sent to provincial education authorities for purposes of improving the quality of teaching, as well as for confirmation, promotions, transfers, and disciplinary actions.
This profile was reviewed by Prof. Chris Forlin at the University of Notre Dame in Australia.
