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
In Mauritius, headmasters manage primary schools, and rectors manage secondary schools.
The 1957 Education Act defines a ‘rector’ as ‘the head of a secondary school responsible for the control and supervision of instruction in the school’. A ‘manager’ is defined in ‘the person who is responsible for the administration of any school other than a school entirely controlled by the Government’.
According to the 1957 Education Regulations, a principal is ‘the head of a school, whether called principal, rector, headmaster or otherwise’.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2009 School Management Manual, which is developed and published by the Ministry of Education, Tertiary Education, Science and Technology, describes the policies, procedures and guidelines on school management. The manual primarily defines the roles of rectors of state secondary schools but also includes detailed roles, responsibilities, and guidelines for school senior management teams, parents, teachers, and students. The manual is based on existing policies and circulars. The senior management team includes the rector, deputy rector, and senior members of the teaching staff.
The duties of managers/principals are further described in the 1957 Education Act and 1957 Education Regulations.
Roles
Setting expectations/objectives: According to the 2009 School Management Manual, the rector, in consultation with the senior management team, parents, teachers and students, is responsible for preparing the School Development Plan (SDP) that guides actions at the school during the academic year and beyond. The SDP is a plan that aims at improving the school, targeting a wide spectrum of areas, such as upgrading and enhancing the physical environment; improving student performance; improving communication, relationships, and social environment within the school; and developing links with the community. While preparing the SDP, the rector must take into account the expected outputs and the performance indicators defined in the programme-based budget so that the school’s performance contributes to the achievement of the national goals. The SDP should indicate time frames, responsibilities/accountabilities, budget, milestones as well as success criteria that demonstrate improvements in outcomes. The head of the school additionally must ensure that actions taken at the school level are in line with the Ministry’s vision and policies with a view to attaining the national goals for education.
Developing teaching and learning: The 2009 School Management Manual defines the pedagogical duties of rectors, which include controlling the implementation of the curriculum; planning, organising and monitoring of teaching and learning and other educational activities; managing learning resources; and ensuring the quality of the education imparted at school. The rector should additionally ensure the achievement of defined performance indicators set for the Ministry in the budget, setting its own internal targets and implementing appropriate strategies towards attaining these. In this set-up, the rector, deputy rector, heads of department and educators have specific roles to play in the proper and efficient implementation of the curriculum as well as in raising attainment and school performance. Rector responsibilities further include monitoring teachers’ work, ensuring that student progress is closely monitored and recorded, and ensuring that the school environment and climate are conducive to effective learning.
In relation to learner evaluation, the rector is expected to evaluate the teaching/learning process in the school and ensure that proper standards of performance are established and maintained; ensure the proper planning of assessment and evaluation procedures; organise the systematic analysis of the performance of the students in term assessments, internal examinations; and sensitise the whole school community towards the need for pedagogical improvement.
The Public Service Commission Circular Notice No. 19 of 2023, which posted vacancies for the post of school rector, similarly included responsibilities related to monitoring the performance of staff and students, overseeing progress in all areas of school performance through agreed indicators and monitoring progress towards their achievement.
Promoting collaboration: According to the 2009 School Management Manual, the rector is required to create the most conducive environment possible to foster mutual understanding and harmony between members of the school community (teaching and non-teaching staff, students and parents) so that the team works together collectively and collaboratively, towards promoting the interests of all students and the school community at large. They must ensure that parents are duly informed of all relevant issues relating to the behaviour, security, performance and future of their children, and provided with progress reports, end of term reports, circulars and newsletters.
As part of the rectors’ sociocultural duties, they are expected to additionally promote health standards, enhance the school environment, promote culture and social values at the school, and develop partnership with the community. The manual additionally promotes collaborative efforts among the rector and the senior school management team, the student council, and the parent-teacher association.
Supporting staff development: The management, supervision and development of staff is one of the key responsibilities of rectors defined in the 2009 School Management Manual. This includes motivating staff, providing them with feedback, giving them advice on pedagogical matters and on strategies for remedial education; and empowering them to develop solutions to problems encountered during class. In terms of staff development, the rector is expected to identify the developmental needs of staff at all levels, include these in the School Development Plan, and take necessary steps to see to it that opportunities are provided to all staff members to carry out their duties which will provide them with experience and enhance their performance. Participation in workshops should be facilitated, with sponsorship for part-time post-graduate courses being available.
The Public Service Commission Circular Notice No. 19 of 2023 similarly sets rector duties in terms of staff management, which include leading, inspiring and ensuring the development of staff to secure excellence in teaching, learning and pastoral care; ensuring that newly appointed staff have appropriate induction and support; and preparing the schedule of duties of non-teaching staff. According to the 1957 Education Act, school managers are responsible for the teaching and non-teaching staff employed by the school.
Acting in accordance with the ethical principles of the profession: The Code of Ethics for Public Officers sets out the standards of correct conduct expected of all public officers. According to the 1957 Education Act, the Minister may refuse to register a person as a manager or rector where it appears that the person is not of good character (Article 13). Rectors must additionally ensure fairness towards ancillary staff, consistent enforcement of rules, punishment, class allocation, and class scheduling, as described in the 2009 School Management Manual.
Others: The 1957 Education Regulations outline the role of school principals in terms of school discipline (Article 34). Additional duties for managers of aided primary schools are also included in the 1957 Education Act, such as regular payment of staff salaries, supervision of general staff and student conduct, and care for the spiritual and material welfare of the school (Article 50).
Further administrative responsibilities of rectors are highlighted in the 2009 School Management Manual, such as setting up committees, writing reports, organising examinations, and managing infrastructural and material resources. Rectors are also responsible for ensuring the security and safety of all staff and students at school; ensuring the maintenance and upkeep of the school building and premises, and making optimal use of all resources allocated to the school. Furthermore, they are expected to make the institution an inclusive school which provides quality education to all students, irrespective of their varying abilities. All students are to be treated with respect and provided equal opportunities to learn together.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 1957 Education Regulations set the qualification requirements for school principals (Article 4C). According to the regulations, principals must be fully qualified teachers and full-time members of the staff, with a reasonable teaching load and sufficient free time to ensure adequate and proper control and supervision of the school, section, or department. They must possess a degree from a recognised university and, if they are a holder of a post-graduate certificate of education, no less than five years of teaching experience. Where they are not a holder of a post-graduate certificate of education, they must have no less than eight years of teaching experience. The minimum qualifications required for registration as a qualified teacher are set in the regulations for primary and secondary levels (Article 3).
According to the Public Service Commission Circular Notice No. 19 of 2023, which posted vacancies for the post of rector, applicants must be education administrators or deputy rectors with a least three years’ of service in this capacity and must possess a postgraduate certificate or diploma in education from a recognised institution, or an equivalent qualification acceptable to the Public Service Commission. Candidates must also possess a diploma in management or educational management from a recognised institution or an equivalent qualification or a Master of Business Administration (MBA) / master’s degree in management or administration.
The Public Service Commission Circular Note No.2 of 2022 described the qualifications for the post of headmaster of a primary school, in accordance to the published vacancies. Applicants must possess a diploma in Educational Management from a recognised institution or an equivalent qualification acceptable to the Public Service Commission; and be primary school educators for at least 18 years; or at least 12 years’ of with a diploma in Educational Management; and a degree from a recognised institution.
Appointment decision
Headmasters and rectors are appointed centrally by the Public Service Commission based on an open application process, as described in the Public Service Commission Circular Notice No. 19 of 2023 on rector vacancies. The Public Service Commission publishes the qualifications, roles, duties, and salary for the position, with detailed instructions on ‘how to apply’. Qualified candidates must submit their application electronically to the Public Service Commission and submit a printed copy to the Ministry of Education, Tertiary Education, Science and Technology.
All headmasters/rectors must additionally be registered with the Minister of Education in accordance with the 1957 Education Act (Article 12). To be registered as a manager or rector under the Ministry, they must a resident of Mauritius; a person of good character; medically fit; below the age of 70 years; and hold the required qualifications as prescribed by law.
Employment equity measures
The 2008 National Gender Policy Framework aims for human resource policies to be developed to ensure that the principle of gender parity or gender balance in management and decision-making posts is achieved as early as possible. However, there is no explicit mention of schools.
Working conditions
Headteachers and rectors are appointed on permanent and pensionable terms and conditions of service. The 2006 Personnel Management Manual sets the salary scales for teaching staff in the public service, with the Ministry of Education, Tertiary Education, Science and Technology setting specific salary scales for headmasters, deputy headmasters, rectors, and deputy rectors and monthly allowances based on grades. The Public Service Commission Circular Notice No. 19 of 2023 also specified the salary for the post of rector in its vacancy announcement. The permanent and pensionable post carries a salary in scale Rs 52,550 x 1,650 – 54,200 x 1,700 – 64,400 x 1,800 – 69,800 x 2,000 – 75,800 x 2,150 – 82,250 a month.
Headteachers and rectors additionally have the right to join a civil service trade union and may be granted time-off for trade union activities upon request. The interests of school leaders are included in the teacher union activities of Mauritius.
2.3. Leadership preparation and training
Pre-service training
There is no mention of specific pre-service training for headmasters or principals before they assume their posts in laws, policies, or plans. First appointments on permanent terms include a probationary period of one year, which is followed by confirmation.
Induction and in-service training
The in-service training of headmasters and rectors is highlighted in the 2008-20 Education and Human Resources Strategy Plan and the 2016 Nine Years of Continuous Basic Education Reform Plan. The government aims to train them on School Leadership, Management and pedagogical supervision at the school level consistent with the intention to devolve local management and expenditure authority to the school level.
In 2023, at least 75 secondary school rectors and principals across Mauritius benefitted from a three-day training program delivered by the Commonwealth Secretariat in collaboration with the Ministry of Education that was based on the Commonwealth Educational Leadership Handbook. The Commonwealth includes capabilities on leading personal growth and development; leading capacity building and sustainability; leading professional learning communities; leading student learning; leading inclusion and equity; leading organisational culture and change; and leading for good governance and accountability.
3. Teachers, parents and students
3.1. School management committees and boards
The 2009 School Management Manual outlines the roles and composition of various committees at the school level, which the rector is responsible for setting up.
The Pedagogical Committee is composed of the deputy rector or senior head of department and the heads of department/senior educator in each department. The purpose of this committee is to help towards the improvement of teaching and learning by providing feedback, advice, and guidance to educators. Specific responsibilities include collecting monthly feedback on learner performance; analysing assessment and examination results for the identification of strengths and weaknesses; setting up targets and objectives for different levels; and devising and monitoring strategies for improving teaching and learning in general and for students with learning difficulties.
The Pastoral Care Committee is composed of the deputy rector or rector; a parent; the usher; an educational psychologist or social worker from the zone directorate; and an educator (preferably from the physical education department). The duty of this committee is to provide support to students to improve their behavior through counselling services.
The Disciplinary Committee is composed of the deputy rector or senior educator, the usher, one representative of the student council/prefects’ body; and senior members of the teaching staff. The purpose of this committee is to help the rector in addressing discipline issues.
3.2. Middle leaders
The senior management team of each school includes the rector, deputy rector, and senior members of the teaching staff. The 2009 School Management Manual outlines the roles and teaching responsibilities of middle leaders, including the deputy rector, who provides assistance and support to the rector for the smooth running of the school, and the head of department.
3.3. Parents
The 2009 School Management Manual outlines the composition and role of the Parent Teacher Association (PTA) at each school. All parents are de facto members of the PTA, with the managing committee comprising of a given number of parents elected during the Annual General Assembly and a given number of teachers as defined in the association’s constitution. The rectors act as the advisor to the association. The responsibilities of the PTA include promoting the welfare of students; providing support to the school and help towards enhancing its physical environment, equipment and other facilities; and raising funds for school projects and the organisation of events.
The manual highlights that the PTA is an essential partner of the school. It is an independent association duly registered with the Registrar of Associations.
3.4. Students
The 2009 School Management Manual defines the composition, purpose and functions of the student council and prefects’ body.
The Student Council is composed of representatives from different sections of the student community, democratically elected by the students themselves. Its purpose is to ensure a smooth flow of information between management and students, with functions including promoting positive relationships as the basis for a whole school culture; assisting in school management and ensuring the good running of the school by working in close collaboration with Rector, Deputy Rector, Form Teachers, Usher, Head boy, and Class Captains; informing the rector of shortcomings at school; collaborating with the management of the school to find solutions to problems; and expressing the opinions and feelings of fellow students and sharing their problems, concerns, wishes and expectations with management.
The Prefects’ Body helps the rector and teachers in maintaining discipline among the student community; and similarly works in close collaboration with the Rector, Deputy Rector, Form Teachers, Usher, Student Council and Class Captains. The rector decides on the number of prefects, with members elected by the students themselves. The Prefects’ Body is presided by the Head Boy/Head Girl who is to be assisted by the Vice Head Boy/Head Girl.
4. Governance
4.1. Autonomy of school leaders
The 2008-20 Education and Human Resources Strategy Plan aims to empower headmasters to give them more autonomy, in addition to increasing their accountability. According to the 2009 School Management Manual, the rector is responsible for controlling the implementation of the curriculum and adopting appropriate pedagogical strategies for implementation within the framework of the national education policy. Heads of Department work out a syllabus in line with the national education policy, with the rector ensuring that the curriculum is adapted to the different needs and levels of learners. School heads further give advice to teachers on pedagogical matters and organise co and extra-curricular activities in accordance with the ‘Co-Curricular and Extra-Curricular School Projects’ published by the Ministry and made available to all schools.
The rector is responsible for managing school finances, as defined in the 2009 School Management Manual and 1957 Education Regulations. School funds need to be managed properly, with the rector responsible for ensuring that the use of financial resources falls within the priorities of the school, is fully justified, alternative arrangements have been considered, all necessary steps and procedures have been followed, and authority for incurring the expenditure has been obtained. The school should also be committed towards contributing to the achievement of the Performance Indicators set for the Ministry in the Programme-Based Budget, with the rector playing a key role in ensuring that objectives, outputs and set Performance Indicators are achieved. However, imprest money issued to the rector to meet specific expenses must be used for its designated purpose.
The rector however is not responsible for hiring and dismissing teachers, which is the responsibility of the Public Service Commission, the authorized body for recruitment.
4.2. Assessment and accountability of school leaders
According to the 2009 School Management Manual, school rectors report to the Zone Director, who has the responsibility for the good running of all schools in the Zone from the pre-primary to the secondary level. The Ministry has to be constantly informed, through the Director of Zone, of the running of the school and of its performance. All recruits in the public service are closely monitored and assessed throughout the probationary period. All civil servants, including in education, are further assessed through the Performance Management System.
4.3. Teacher assessment by school leaders
The rector, with the assistance of the deputy rector and heads of department, is responsible for monitoring teachers’ work through regular class visits and making an appraisal of teachers’ performance, as described in the 2009 School Management Manual.
This profile was reviewed by the Mauritius National Commission for UNESCO.
