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 School Education Law and the 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures refer to the term “School Principals”. It states that the educational staff includes teachers, school principals, their assistants, supervisors, and individuals holding technical support positions in schools.
The 2009 School Administration Guideline published by the General Directorate of Human Resources Development for educational planning and human resource development under the Division of Performance Improvement of the Ministry of Education refers to the terms “school principal” and “school administrators”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
According to the 2023 School Education Law, the Ministry of Education is the main body issuing guidelines for regulating the educational aspects in schools.
The 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures, developed by the Directorate General of Human Resources Development of the Ministry of Education of Oman, aims to support school principals in handling various administrative situations to empower them and enhance their competencies.
Based on the areas for school plans identified in the 2024 Guidelines for “Using School Self-Assessment Results and Mechanisms for Including them in the School Plan” published by the School Supervision Division in the Ministry of Education, the work school administration centers in four areas: teaching and assessment, student achievement, leadership, administration and governance, and student wellbeing and advocacy.
Roles
The roles of public-school principals are defined by the organizational regulations for public schools issued by Ministerial Decision 1993/21, the 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures and the 2015 Guide on School Jobs and Approved Positions. This is frequently updated and modified by the Ministry of Education to accommodate changes, current trends and new programs in the ministry.
Setting expectations/objectives: The School Administration Guideline emphasizes the vital practices of school principals in developing and communicating a shared vision, mission, and setting clear expectations for performance within the school community. The principal has the duty to prepare comprehensive reports to monitor the school's progress and ensure that the staff follows organizational rules and regulations.
The 2013 Report: Education in Oman The Drive for Quality published by the MOE and the World Bank refers to the 2009 Ministerial Decree No.21 that obliges principals “to supervise teachers at least once a year, organize school efforts to improve teaching, and develop an action plan based on the whole-school evaluation report”.
According to the 2015 Guide on School Jobs and Approved Positions, the principal is responsible for the administrative, financial, technical, and developmental aspects of the school, as well as supervising the school staff. The principal reports directly to the General Director of Education and Instruction in the province and is evaluated and supervised by the administrative supervisor.
Developing teaching and learning: The School Administration Guideline highlights the essential role of school principals in the effective implementation of the curriculum. Principals’ roles include overseeing examinations, analyzing results, and implementing improvement plans in collaboration with teachers and educators. They provide instructional supervision, teaching resources, curriculum planning, coordination, and evaluation.
Promoting collaboration: According to the School Administration Guideline, school principals consistently strive to create a positive and cooperative school community by fostering connections with parents and guardians both internally and externally. They also promote collaboration and knowledge sharing with neighbouring schools and regions through organized exchange programmes and visits.
The 2015 Guide on School Jobs and Approved Positions mentions that the principal is responsible for the school building's cleanliness, maintenance, and appropriate utilization.
Supporting staff development: The 2015 Guide on School Jobs and Approved Positions specifies that the principal is responsible for the provision of training sessions for teachers and staff, focusing on their respective specializations based on available training opportunities. The principal is also tasked with overseeing the implementation of the development programme for teaching and related positions and ensuring proper follow-up. The principal collaborates with specialized supervisors and first-level supervisors to develop performance improvement programmes.
Acting in accordance with the ethical principles of the profession: The 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures describes some administrative cases and the procedures to deal with them, and ensures compliance with the Ministry's guidelines. The principal must verify that all teaching staff members, both Omani and non-Omani, adhere to the prescribed regular leave schedule at the beginning and end of the academic year. It is essential for the principal to keep meticulous records of staff leaves and ensure proper documentation in the school's database. The school principal is responsible for reporting any violation to the Directorate of Education and documenting instances of non-compliance and gathering evidence.
Other: School principals oversee services provided for student wellbeing, including social, psychological and health services in collaboration with specialists in and outside the school. This is mandated in their roles as mentioned in the School Administration Guideline. Additionally, the area of student wellbeing and personal development is recently added as a new addition to the school plan according to the 2024 publication titled the 2024 Guidelines for “Using School Self-Assessment Results and Mechanisms for Including them in the School Plan” published by the School Supervision Division in the Ministry of Education.
2.2. Selection and working conditions
Selection and appointment of school principals goes through three rigorous phases: selection, evaluation and training period, and appointment. These phases are outlined by the 2024 Guideline for Job Candidacy in Educational Supervision and School Administration into seven steps: announcement of the available vacancies, submitting an application, application tests, interviews and presentations, issuing a temporary two-year appointment decision, training and actual practice, and issuing a permanent appointment decision as school principal.
Degree requirements and prior teaching experience
The Appointment Department of the Education Portal outlines the qualifications for principalship. Omani candidates for secondary school need either a university degree in Education with two years of school administration experience or a general university degree with a postgraduate diploma in Education and two years of relevant experience. Non-Omani candidates with the same qualifications require at least three years of experience in both cases.
To become a primary school principal, Omani candidates need a university degree in Education and two years of teaching and school administration experience. For non-Omanis, two years of experience in school administration suffices. Alternatively, Omani candidates can have a general university degree, an Education qualification, and two years of teaching and school administration experience, whereas non-Omanis need two years of experience in school administration. Another option for Omanis is to have an intermediate college diploma for teachers or equivalent, with four years of teaching and school administration experience. For non-Omanis, this means having at least four years of teaching experience and at least five years of experience in school administration.
Appointment decision
The Ministry of Education Portal publishes regularly available positions in government schools and attaches the application form to be filled including those for school principals. As school principals are considered civil servants, they are appointed by the Ministry of Education.
Employment equity measures
The 2022 Guide for Appointment Criteria of Teaching and Administrative Staff in Private Schools reserves leadership positions in Early Childhood Education Schools grades 1-4 for females. For example, it would be stated in the job description that the job is only for Omani females except for schools implementing an international programme. In the case of recruiting a non-Arab female as a principal in educational schools implementing an international programme, it is required to appoint an Omani female assistant principal. There are positions always reserved for Omani nationals to promote omanization and the pariticipation Omani labor in the country’s economy as well as to reduce external dependency on expatriate workers.
The 2017 General Directorate of Education in Al-Dakhiliya Governorate Training Programme for new school principals in government and private schools aimed to equip principals with diverse skills in school management, targeting sixty participants. The programme included workshops and practical applications covering communication, leadership, administrative procedures, and staff enhancement.
Working conditions
The 2013 Royal Decree No.78 promulgating the Unified Grades and Salaries Schedule for Omani Civil Employees of the State applies to all civil servants in the country, and the provisions of contracts concluded with them apply to non-Omanis as well. Appendixes No. (1-2) of the 2013 Royal Decree No.78 demonstrates the basic salary, allowances (housing, electricity, water, transportation) and bonuses on a unified scale of 18 grades in which the first grade is the highest. School principals start their basic salary from the 8th grade and go higher up the scales with duration and experience.
The 2013 Report: Education in Oman The Drive for Quality published by the MOE and the World Bank states that the employment conditions and salary structure for principals are the same as teachers, with different allowances. They are employed as permanent civil servants with a probation period of three months, following which all become permanent. Starting salary is determined by entry-level qualification and is consistent with public service salaries. They receive fixed allowances for “housing, electricity, phone and transport, which amount to over 40 per cent of total pay”.
2.3. Leadership preparation and training
Pre-service training
The Educational Administration Bachelor (EABA) programme of Sultan Qaboos University aims to upgrade diploma-holding professionals to a bachelor's degree in educational administration. This involves completing 64 credit hours over four semesters, with 56 credit hours transferred from the Intermediate Teachers College Diploma. It is worth mentioning that this was a special program designed to upgrade the degrees of school principals who had a two-year postsecondary education degree, but the program stopped as most of those either took the program or retired. It was offered from 2003 to 2016.
Induction and in-service training
According to the 2023 School Education Law, the Ministry works towards empowering school administrations in the field of educational supervision. This includes diagnosing the needs of schools and educational staff based on performance indicators and proposing effective professional development programmes, while also monitoring their implementation to provide support and assistance (art. 68).
The 2013 Report: Education in Oman The Drive for Quality published by the MOE and the World Bank mentions that “professional training is provided for school principals” by Sultan Qaboos University. As specified in the 2024 Guideline for Job Candidacy in Educational Supervision and School Administration, there are two types of programs provided for candidates to be school principals: the strategic program for “school leaders” provided by the Specialized Institute for Professional Training of Teachers and the enrichment programs, through which candidates must reach 25 hours of training.
Assessment of school principals candidates are also detailed in the 2024 Guideline for Job Candidacy in Educational Supervision and School Administration. (please refer and complete this section from there).
3. Teachers, parents and students
3.1. School management committees and boards
Chapter three ‘’School Management’’ of the 2023 School Education Law states that the school management board is responsible for all its administrative and financial affairs. The school principal is the head of its management board. The school management shall apply the best administrative and technical practices, establish a positive and constructive school culture that provides a stimulating educational environment and shall facilitate continuous professional development for its educational body members (art. 60-63). The school management is empowered to adopt initiatives and organize programmes that serve the local community, utilizing available resources to enhance learning experiences within the school, as specified by the regulations (art. 64). The regulations will govern the establishment of parents' councils and outline their roles and responsibilities (art. 66).
The 2017 Ministerial Decision No. 234 outlines the establishment of Student Affairs Committees in all government schools and Ministry of Education Directorates across the Sultanate. As a result, each school is required to form a Student Affairs Committee, and likewise, each Ministry Directorate must have its committee to oversee government schools and school committees within the governorates/districts. This comprehensive approach ensures effective management and coordination of educational affairs throughout the region.
The School Principal heads the Student Affairs Committee, which includes teachers, staff, a vice principal, a database specialist, and a social/psychological expert. This committee oversees student enrollment, attendance, progress, discipline, and more. It follows guidelines, monitors student records, and reports to the directorate. The committee also analyzes performance indicators and suggests improvements.
3.2. Middle leaders
The school administration board is made of the school leadership team (including the senior teachers, assistant principals, other educational specials, and the school coordinator). One of the key middle leaders in the assistant principal.
The 2015 Guide on School Jobs and Approved Positions and the School Administration Guideline present comprehensive responsibilities for senior teachers specialized in specific subjects, leading a team of three teachers in the same field. Their duties include conducting a minimum of 8 weekly classes, while other subject teachers handle no less than 20 classes per week.
In addition to teaching, senior teachers actively participate in developing the annual curriculum plan, preparing daily teaching materials, monitoring students' progress, and evaluating their exams. Senior teachers go beyond their instructional role by acting as supervisors for other subject area teachers. They collaborate with subject teachers to prepare necessary documents, including intervention and enrichment plans tailored to students' needs. They also approve these plans and ensure their proper implementation through follow-up visits. Additionally, Senior teachers monitor and evaluate teachers' performance, provide constructive feedback, and support their professional development through training and cooperation with the educational support team. They actively participate in school planning, distribute subject-specific classes, and supervise lesson preparation. They also provide technical support, implement improvement initiatives, and ensure effective use of teaching resources and technology. Research activities contribute to their expertise, enabling them to continuously improve their approach. Furthermore, senior teachers review files and student lists to identify potential students early on. Based on teachers' recommendations, they offer appropriate guidance and support throughout their academic journey. They also collaborate with other schools, researching innovative strategies to enhance educational practices and contribute to a dynamic learning environment.
3.3. Parents
Article (65) of the 2023 School Education Law mentions that the regulations organize the establishment of parents' councils/committees and define their competencies. The school administration must enhance the role of these councils and promote community partnerships to ensure the development of the educational process. The 2019 Ministerial Decision No.124 outlines the regulations for the composition and roles of the School Parent-Teacher Association (S-PTA), which is presided over by a parent with the school principal serving as vice-president. The S-PTA includes seven to ten parents, five to ten teachers, a school activity specialist, a career guidance specialist, and a school principal assistant. It is responsible for preparing yearly programs, implementing recommendations from the general assembly, raising awareness on student follow-up, participating in school meetings, addressing student conflicts, and tackling negative social phenomena in schools, as well as preparing yearly reports. The S-PTA is internally organized into several committees: the Educational Committee, Social Committee, School Activity Committee, and Financial Committee (Art. 9-11). At the governorate level, the District Parent-Teacher Association (D-PTA) is led by the Wali (governor) or their assistant, and its members include a government representative and the presidents and vice-presidents of the school PTAs. The D-PTA applies general assembly recommendations at the district level, facilitates connections between S-PTAs and government bodies, and fosters educational collaborations with associations and private sector companies (Art. 3 & 19).
Article 65 of the 2023 School Education Law states that regulations will organize the formation of parents' councils/committees and outline their responsibilities. These councils play a crucial role in the educational process, and the school administration must work to strengthen their involvement and foster community partnerships. The 2019 Ministerial Decision No.124 outlines the composition and functions of the School Parent-Teacher Association (S-PTA). This association is led by a parent, with the school principal serving as vice president, and includes seven to ten parents, five to ten teachers, and specialists in school activities and career guidance. The S-PTA is responsible for developing annual programs, implementing recommendations from the assembly, raising student awareness, addressing conflicts, and preparing yearly reports. The S-PTA is divided into several committees: the Educational Committee, Social Committee, School Activity Committee, and Financial Committee (Art. 9-11). At the governorate level, the District Parent-Teacher Association (D-PTA) is chaired by the Wali (governor) or their assistant, with members including a government representative and the presidents and vice-presidents of school PTAs. The D-PTA implements the general assembly's recommendations at the district level, facilitates connections between S-PTAs and government bodies, and fosters educational collaborations with associations and private sector companies (Art. 3 & 19).
At the governorate level, the District Parent-Teacher Association (PTA) is chaired by the Governor Wali or their assistant, with members including government representatives and presidents of individual school PTAs. The District PTA oversees the implementation of assembly recommendations, facilitates connections between the S-PTA and external organizations, and promotes educational collaborations with government bodies, associations, and private companies.
3.4. Students
Article 44 of the 2023 School Education Law emphasizes that the Ministry is committed to safeguarding the rights of students as per the regulations outlined in the bylaws. These rights include the active participation of students in the formation of student councils, enabling them to be involved in matters and topics that directly pertain to their interests. Additionally, the Ministry ensures the establishment of diverse communication channels with the school, encompassing suggestion boxes, modern technological tools like email and educational platforms, direct dialogue, school radio, surveys, and other means of communication, all in strict accordance with the regulations specified in the bylaws.
4. Governance
4.1. Autonomy of school leaders
In Oman, a number of initiatives have been developed to increase school principals' autonomy, including 1) Initiative for school self-management system declared by a ministerial decision. This gives many authorities to the school principals, so they have more autonomy in the school and make decisions at the school level. 2) In the new school plan governance is added as a new standard related to “school governance”.3) Additional authorities are given to school principals through some newer regulations like the ones form student safety. Examples include giving school principals the authority to accept emergency leave for employees, the authority to take decisions related to school safety and security, authority to take decisions to reduce weight of school bag, etc.
The 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures mentions that in the scenario of hiring a new employee for the first time in the school, the school principal holds a crucial role in ensuring a smooth and effective onboarding process. The principal must verify the new employee's acceptance of the job and promptly notify the Directorate of Education accordingly. During the probationary period, typically four weeks, the principal assigns an experienced teacher as a mentor to supervise the new employee and assess their suitability for the position. If the employee's performance is deemed satisfactory during this period, the principal coordinates with the teacher to formalize the appointment by reporting to the Directorate of Education. On the other hand, if the new employee's performance falls short, the principal is responsible for reporting the issue to the Directorate of Education for further action or considering other necessary measures.
The School Administration Guideline mentions that principals manage administrative aspects with a well-defined plan and collaborate with relevant personnel, efficiently handling financial resources and allocating budgets.
4.2. Assessment and accountability of school leaders
The 2015 Guide on School Jobs and Approved Positions underscores the pivotal role of school principals is subject to evaluation and supervision by an administrative supervisor. The guideline for school performance evaluation clearly advocates for accountability. It is also linked to the role of school plans, through which the schools have to show their progress in the different indicators. Additionally, school accountability/ school performance is supervised/ evaluated by the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA), which is a national quality assurance system for school education. The OAAAQA mandate was updated by the was established by Royal Decree No 9/2021 to include school education, but the standards and accreditation process is still being worked on. For private schools, we already have the private school through the Office of Rating Private Schools https://home.moe.gov.om/web/tasneefenglish/ You can read more there.
According to the 2023 School Education Law, the Ministry is responsible for preparing government schools comprehensively and supporting them in achieving proficiency in the evaluation standards adopted by the Omani Academic Accreditation Authority, ensuring the quality of education, in accordance with the provisions specified in the bylaws (art. 69).
Chapter Nine of the 2023 School Education Law focuses on School Performance Evaluation and Improvement. It highlights that school performance is evaluated by the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA)in coordination with the ministry, with the goal of ensuring the quality of education (art. 86). It also emphasizes the schools' responsibility to enhance their performance, guided by performance levels and approved standards (art. 87). Furthermore, it outlines the ministry's role in providing support and assistance to government schools in their efforts to improve performance using specified methodologies (art. 88). Schools are required to comply with the evaluation visit programme and its requirements (art. 89) and provide conducive conditions for the evaluation team's work.
4.3. Teacher assessment by school leaders
The 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures states that the school principal plays a crucial role in assessing the performance of staff members. If a staff member's performance is found to be inefficient, the principal should provide constructive feedback and support to help improve the employee's performance. They may also initiate disciplinary actions following the appropriate legal procedures if the employee's performance does not improve.
The 2013 Report: Education in Oman The Drive for Quality published by the MOE and the World Bank mentions that teachers are assessed on several levels, by their supervisor, by the school principal, and by an external evaluation.
This profile was reviewed by Dr. Rana Talat Taher Al-Smadi, Deputy Director of Accreditation & Quality Assurance at Center Yarmouk University, and Prof. Aisha Salim Al-Harthi, Professor of Education at Sultan Qaboos University.
