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
At the federal level, the 2012 Right to Free and Compulsory Education Act mentions and uses the term “education administrators”; however, no definition is provided.
The 2017-2025 National Education Policy mentions the term “educational managers” and “educational administrators”; however, no definition of the terms is provided.
The 2018 National Education Policy Framework mentions and uses the terms “school principals” and “head teachers”; however, no definition is provided.
The 2020 National Education Response and Resilience Plan for COVID-19 mentions and uses the term “headteacher”; however, no definition is provided.
In the province of Balochistan, the 2020-2025 Education Sector Plan mentions and uses the terms “school heads”, “school principals”, “school vice-principals", and “headmaster/headmistress”; however, no definition of the terms is provided.
In the province of Khyber Pakhtunkhwa, the 2020-2025 Education Sector Plan mentions and uses the terms “headteachers”, “school managers”, and “school leaders”; however, no definition of the terms is provided.
In the province of Punjab, the 2018-2023 School Education New Deal mentions and uses the term “school head”; however, no definition is provided. The 2019/20-2023/24 Education Sector Plan mentions and uses the terms “school leaders”, “school administrators”; and “education managers”; however, no definition of the terms is provided.
In the province of Sindh, the 2013 Rules Under the Sindh Right of Children to Free and Compulsory Education Act mentions and uses the terms “school headmaster” and “school principal”; however, no definition of the terms is provided. The 2019-2024 School Education Sector Plan and Roadmap mentions the term “school principals”; however, no definition of the term is provided.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Pakistan developed 2024 National Standards for School Heads in collaboration with British Council. serve as a roadmap to enhance school leadership, focusing on five key areas: leading the school into the future, managing teaching and learning, developing staff, managing the organization, and fostering community engagement. These standards provide a structured framework for knowledge, skills, and evaluation, supporting school heads in self-development, professional practice, and performance evaluation. They are intended to benefit aspiring and serving school leaders, educational authorities, and institutions by aligning leadership with the goals of sustainable school improvement and enhanced student outcomes.
The framework addresses challenges such as acceptance, accessibility, and adaptability, while emphasizing professionalism and ethical conduct. It also offers tools for self-reflection, peer review, and school-wide evaluation to foster continuous improvement. By promoting high leadership standards, the framework aims to create better-managed schools that deliver quality education and positively impact communities across Pakistan.
Furthermore, education plans and policies at the federal and provincial levels highlight the roles and responsibilities of school leaders as mentioned below.
Roles
Setting expectations/objectives: At the federal level, according to the 2016 Minimum Standards for Quality Education in Pakistan, school leaders are required to have capabilities in educational planning and development.
In the province of Balochistan, according to the 2020-2025 Education Sector Plan, it is responsibility of school heads to develop annual work plans in consultation with the parent teacher school management committee.
In the province of Punjab, according to the 2018-2023 School Education New Deal, school heads are responsible for setting up the management goals of their respective schools. Furthermore, according to the 2019/20-2023/24 Education Sector Plan, school heads are responsible for using the school improvement framework developed by the Programme Monitoring and Implementation Unit (PMIU) to set and track targets for school improvement.
Developing teaching and learning: At the federal level, according to the 2016 Minimum Standards for Quality Education in Pakistan, school leaders are required to create an effective and safe learning environment.
In the province of Punjab, according to the 2018-2023 School Education New Deal, school heads are responsible for quality education.
Promoting collaboration: In the province of Punjab, according to the 2018-2023 School Education New Deal, school heads are responsible for coordinating with school councils and district education authorities (DEAs).
Supporting staff development: At the federal level, according to the 2016 Minimum Standards for Quality Education in Pakistan, school leaders are responsible for facilitating staff's professional development needs and providing mentoring opportunities for staff. Furthermore, they are required to develop motivational strategies for school staff.
Acting in accordance with the ethical principles of the profession: At the federal level, according to the 2016 Minimum Standards for Quality Education in Pakistan, school leaders are required to be motivated and visionary. The 2017-2025 National Education Policy emphasizes that educational managers and administrators possess sound moral character and high ideals.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
At the federal level, the recruitment and selection process of school principals typically falls under the jurisdiction of the Public Service Commission (PSC), which commonly advertises such positions through various media platforms. These postings outline specific criteria for applicants, which typically include:
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Possession of a Ph.D. with either an M.Ed. or M.A. in Education or a B.Ed. (second division) from a university recognized by the Higher Education Commission. Additionally, candidates should have accrued at least seven years of teaching or administrative experience, or a combination of both, after obtaining their Ph.D.
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Alternatively, candidates may hold an M.Phil. along with an M.Ed. or M.A. in Education (second division) from a recognized university and should have accumulated nine years of teaching or administrative experience, or a combination thereof, following the completion of their M.Phil.
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Another option is for candidates to possess an M.A. or M.Sc. degree along with an M.Ed. or M.A. in Education (second division) from a recognized university, with a minimum of twelve years of teaching or administrative experience, or a combination thereof, following the completion of their M.A. or M.Sc.
Furthermore, according to the 2019 Rules on Appointment, Pormotion and Transfer, M. Ed, B. Ed, MA Education, M. Phil Education or PhD in Education is required for the post of Principal, Headmaster or Vice Principal.
In the province of Gilgit-Baltistan, according to the 2015-2030 Education Strategy, head teachers (and teahcers) will be appointed on merit through competitive tests and interviews, at the school/community level.
In the province of Sindh, according to the 2018 Notifcation of the School Education and Literacy Department, selection of school leaders is done not merely through Public Service Commission, but through transfers as well. For example, 50% of the appointments are done through Sindh Public Service Commission and the remaining are done by transfer from amongst Senior Elementary School Teachers (SESTs) and Senior Secondary School Teachers (SSSTs), both belonging to the School Teaching Cadre on seniority-cum-fitness basis and have completed mandatory training through the provincial teaching institute or any institute on the approved panel list.
Appointment decision
According to the Public Service Commission (PSC), candidates applying for principal positions are further subjected to a rigorous evaluation process. This involves the requirement to undergo and successfully clear a written examination. Candidates who achieve satisfactory results in this examination proceed to the subsequent stage of the selection process, which entails a formal interview.
Furthermore, in actual practice, there are three routes of appointment of the principals. Firstly, through direct selection by respective Public Service Commissions, secondly through promotion of the senior teachers already working in education system and thirdly through transfers.
Candidate selection is mainly the responsibility of the Ministry of Federal Education and Professional Training and provincial education departments. The ministry and relevant departments send requisitions to the respective service commissions, and service commissions advertise the positions in newspapers/print media and select candidates according to the requirements of respective education ministries/departments. Public Service Commissions send recommendations to the respective education ministries that are responsible for the appointment/posting of these recommended candidates.
According to the 2019 Rules on Appointment, Pormotion and Transfer, if a person holds proper qualifications and is eligible for the appointment as principal, such appointments may be done by transfers. Appointment by transfer shall be made by selection from amongst the persons holding appointment on regular basis under the Federal Government in the same basic pay scale in which the post to be filled exists, provided that the person concerned, possesses the qualifications and experience prescribed for initial appointment to the post concerned.
Employment equity measures
At the federal level, according to the Public Service Commission (PSC), for positions above Basic Pay Scale 16, a 10% allocation is set aside for women, calculated based on the distribution among provinces/regions, excluding the merit quota. Any unfilled positions within the women's quota are rolled over. Furthermore, a 5% quota is designated for minorities (non-Muslims), calculated from the provincial/regional allocation excluding the merit quota. Unfilled positions within the minority quota are likewise carried forward.
In the province of Balochistan, according to the 2020-2025 Education Sector Plan, the positions of headteachers of female schools are reserved for females.
Working conditions
At the federal level, according to the Public Service Commission (PSC), school principals are hired at Basic Pay Scale 19. According to the 2022 Basic Pay Scale, the minimum salary is PKR 87,840 and the maximum salary is PKR 178,440. Headmasters are hired at Basic Pay Scale 17. According to the 2022 Basic Pay Scale, the minimum salary is PKR 45,070 and the maximum salary is PKR 113,470. Furthermore, they are hired as civil servants, and their contract duration can be either on permanent basis or on temporary basis.
According to the 2019 Rules on Appointment, Pormotion and Transfer, principals may be promoted to Scale 20, and Promotion of the Headmaster/Headmistress may be elevated to Scale 19 as per their seniority.
In the province of Gilgit-Baltistan, according to the 2015-2030 Education Strategy, additional allowances will be given to attract talented and enthusiastic teachers to become head teachers.
2.3. Leadership preparation and training
Pre-service training
At the federal level, the 2009 National Education Policy advocates for pre-service training programs to equip school leaders with the necessary skills and knowledge.
According to the Public Service Commission (PSC), appointed candidates for the principal positions are required to undergo two to three months of professional orientation and training programmes before taking up the position. The content of the training is not explicitly mentioned.
Induction and in-service training
At the federal level, the 2009 National Education Policy advocates for in-service training programs to equip school leaders with the necessary skills and knowledge.
The 2020 National Education Response and Resilience Plan for COVID-19 aims to strengthen teachers and headteachers in navigating pandemic-related challenges. This involves tailored training for teachers and head teachers in distance learning and blended learning methods, equipping them with the necessary skills for adapting to changing educational needs. The plan underscores the importance of providing teachers and headteachers with guidance and tools for safe community engagement, facilitating the dissemination of learning content and interaction with learners through various methods like peer support groups and free call-in numbers. Furthermore, the plan aims to train provincial, district and school-level staff on new or revised monitoring and reporting systems. The training duration and its mandatory nature are not explicitly mentioned.
The 2016 Minimum Standards for Quality Education in Pakistan aims to provide school staff (teaching and non-teaching staff) in-service training and mentorship opportunities.
The 2017-2025 National Education Policy aims to train educational managers in delivering quality literacy programmes.
Furthermore, consultations for the new National Education Policy (NEP) highlight the need for ongoing training and support for newly appointed principals to help them manage schools effectively and improve educational outcomes.
In the province of Balochistan, according to the 2020-2025 Education Sector Plan, the Balochistan Academy for College Teachers (BACT) is mandated to enhance teaching methodologies and refine administrative and financial competencies for principals and vice principals by providing specialized training in these areas. The training duration and its mandatory nature are not explicitly mentioned.
The Balochistan Provincial Insitute of Teacher Education plans and executes six-day headteacher training for 30 hours in eleven districts of the province in leadership and management, academic management, administrative management, financial management, rules and policies.
In the province of Khyber Pakhtunkhwa, the 2020-2025 Education Sector Plan aims to train headteachers in principles of leadership, management and mentoring of teachers and ways of making parent-teacher councils (PTCs) more active and impactful in schools. The training duration and its mandatory nature are not explicitly mentioned.
The Khyber Pakhtunkhwa Provincial Institute of Teacher Education (PITE) organizes training for school heads and managers (head designates of primary schools, headteachers of middle schools, headmasters/headmistress of high schools, principals of higher secondary schools) in instructional supervision and assessment.
In the province of Punjab, the 2018-2023 School Education New Deal aims to empower and train school heads to help them effectively carry out their managerial, administrative and financial duties. The training duration and its mandatory nature are not explicitly mentioned. Furthermore, the 2019/20-2023/24 Education Sector Plan recommends routine management and academic leadership training for school heads. The training duration and its mandatory nature are not explicitly mentioned.
The Punjab School Education Department, in collaboration with UNICEF, organizes training for headteachers in WASH (water, sanitation and hygiene). The training is mandatory and spanned over three interactive sessions.
In the province of Sindh, the Sindh Provincial Institute of Teacher Education organizes educational leadership and management training for head designates of primary schools, head teachers of middle schools, headmasters/headmistresses of high schools, and principals of higher secondary schools. The training in provided in diverse areas, such as in education planning and management, education strategies, financial management, project cycle management, statistical tools for education planning, and education research methodology and computer for education management. The training duration and its mandatory nature are not explicitly mentioned.
According to the 2015 Early Childhood Care and Education Policy, government personnel transitioning to the early childhood care and education (ECCE) sector are required to undergo appropriate training and attain qualifications relevant to their designated roles within a prescribed timeframe. Flexible programs are available to accommodate this requirement, ensuring the retention of their positions. Furthermore, government personnel who receive ECCE training and qualifications are obligated to remain in the ECCE profession for a specified duration.
Furthermore, the 2019-2024 School Education Sector Plan and Roadmap aims to train school principals so that they can implement performance management system and procedures.
3. Teachers, parents and students
3.1. School management committees and boards
At the federal level, according to the 2012 Right to Free and Compulsory Education Act, every school is mandated to establish a school management committee comprising representatives from the relevant government authority, teaching staff, and parents of enrolled students. This directive emphasizes parental involvement, with at least two-thirds of the committee being comprised of parents, and further specifies that one-third of the members must be women.
The committee's primary responsibilities include overseeing the school's overall operations, ensuring adherence to prescribed standards and regulations, and implementing the educational policies set forth by the government. The committee is tasked with formulating and endorsing the annual development plan, monitoring the utilization of financial assistance from governmental or other sources, and fulfilling any other duties as designated by the appropriate government. Furthermore, the committee is entrusted with the critical role of ensuring compulsory education for all eligible children. To achieve this, it is empowered to take necessary measures, as determined by governmental guidelines, to ensure the attendance of every child at a school.
In instances where a parent fails to comply with the obligation of sending their child to school as mandated by law, the committee holds the authority to intervene. Following due process, including providing the parent with an opportunity to present their case and conducting necessary investigations, the committee may issue an order directing the parent to ensure their child's attendance at school by a specified date.
In the province of Khyber Pakhtunkhwa, according to the 2017 Free Compulsory Primary and Secondary Education Act, each school is mandated to have a School Attendance Authority (SAA) having mandatory representation from the members of parents and teachers' councils (PTCs).
In the province of Punjab, the 2018-2023 School Education New Deal aims to overhaul school councils, expanding their scope to incorporate greater participation from parents and the broader community. These reconstituted councils are envisioned to collaborate closely with district education authorities (DEAs) to ensure the successful execution of the Out of School Children (OOSC) program and optimize the utilization of school-based funding. Furthermore, there are also school management committees (SMCs) in the province. These SMCs consist of existing and retired teachers and government officials; they have monthly meetings. According to the 2019/20-2023/24 Education Sector Plan, the role of SMCs includes supporting learning processes and facilitating the transition to formal or technical and vocational schools.
In the province of Sindh, at the elementary education level, according to the 2013 Rules Under the Sindh Right of Children to Free and Compulsory Education Act, establishing a school management committee is mandated in every school, excluding unaided schools. 75% of the committee's members must consist of parents or guardians of students. Efforts should be made to ensure proportional representation, particularly for parents of children from disadvantaged backgrounds. The remaining 25% of the committee's composition should include one-third of the elected members from the local appropriate government, one-third of teachers selected by their peers within the school, and the remaining one-third represent students chosen by the parents within the committee. To oversee its functions, the committee elects a chairperson and vice-chairperson among the parent members. Additionally, in the absence of the headmaster/principal of the school, the most senior teacher designated by the Academic Authority serves as the ex-officio member-convener of the committee.
The committee ensures fair distribution of non-academic tasks among teachers, promotes universal access to education by facilitating enrollment and attendance, and promptly addresses violations of children's rights. Additionally, it supports students with disabilities, maintains financial transparency, and implements improvement plans to enhance educational quality. Particularly in schools under government or local authority management, the committee identifies and assists students needing specialized training, catering to diverse needs and fostering an inclusive learning environment.
3.2. Middle leaders
At the federal level, according to the 2012 Right to Free and Compulsory Education Act, teachers are also deployed to do the population census work, disaster relief duties and duties related to elections. Furthermore, as mentioned in Subsection 3.1, teachers are members of the school management committee.
In the province of Khyber Pakhtunkhwa, as will be mentioned in Subsection 3.3, teachers are members of parent-teacher councils (PTCs).
In the province of Punjab, as mentioned in Subsection 3.1, existing and retired teachers are members of the school management committee.
In the province of Balochistan, according to the 2014 Compulsory Education Act, teachers are members of the parent-teacher management committee. Furthermore, an integral component of the 2020-2025 Education Sector Plan involves the strategic transition from assigning teachers to tasks outside their primary work domain, such as participation in polio campaigns and electoral duties. This initiative aims to gradually diminish the extent of teachers' engagement in such activities, thereby optimizing their focus on core educational responsibilities.
In the province of Sindh, as mentioned in Subsection 3.1, teachers are members of the school management committee. Furthermore, according to the 2014 Sindh School Education Standards and Curriculum Act, two head teachers and two teachers are members of the curriculum council, which provides advice on framing school education standards and developing strategies and introducing research-based curriculum.
3.3. Parents
At the federal level and in the province of Sindh, as mentioned in Subsection 3.1, parents are members of the school management committee.
In the province of Balochistan, according to the 2014 Compulsory Education Act, each school is mandated to form the parent-teacher school management committee. The 2014 Compulsory Education Act does not provide explicit information on the composition of the committee. However, it details the responsibilities of the committee. These include motivating parents and children to enrol and advocating for necessary changes in school schedules and policies, including work hours and holidays. It plays a proactive role in planning and executing schemes like the mid-day meal program to encourage enrollment. The committee is empowered to recommend exemptions from compulsory attendance when warranted. It maintains an updated list of eligible students in the school's catchment area and addresses teacher and staff absenteeism cases. The committee oversees the maintenance and upkeep of the school's physical infrastructure, including minor repairs, while supporting government officials involved in compulsory education efforts. Furthermore, it manages teacher leave arrangements and utilises funds allocated by the government or other sources for school development activities through a joint bank account.
Furthermore, the 2020-2025 Education Sector Plan of the province aims to mandate schools to engage with the community via an effective communication process of parent-teacher school management committees.
In the province of Khyber Pakhtunkhwa, the 2017 Free Compulsory Primary and Secondary Education Act mentions the existence of parents and teachers' councils (PTCs) in schools. According to the 2020-2025 Education Sector Plan, PTCs are comprised of parents, community members, and the school's headteacher operating at the school level. These councils typically address low-level, transactional matters such as resource allocation and organizing out-of-school activities.
3.4. Students
At the federal level, according to the 2016 Minimum Standards for Quality Education in Pakistan, students are required to participate in school management activities.
In the province of Punjab, according to the Constitution of Students Councils in Public Schools, the District Administration and District Education Authority decide to constitute elected student councils in high and higher secondary schools. Participation in the elections is restricted to students who ranked among the top three in the previous annual exams. Should any of these students decline, the next highest achiever in terms of merit is considered eligible. Additionally, adherence to high attendance, punctuality, and commendable conduct form part of the selection criteria, ensuring that only students excelling in all aspects were eligible to run for office.
The elected students' councils are responsible for fostering a positive school environment, enhancing student engagement by serving as exemplary models, and organizing various co-curricular activities like debates, essay competitions, and sports events. They also lead initiatives promoting activities such as book reading and environmental conservation. Additionally, councils guide students in accessing and contributing to the online magazine, assist in maintaining campus discipline, and participate in special events like parents' days and national celebrations. They liaise between students and administration, conveying concerns and announcements while supporting new students.
In the province of Sindh, as mentioned in Subsection 3.1, students are members of the school management committee.
4. Governance
4.1. Autonomy of school leaders
At the federal level, according to the 2016 Minimum Standards for Quality Education in Pakistan, headteachers authorize implementation of the annual school calendar.
The responsibility for school budget allocation primarily rests with provincial governments rather than individual school principals. This structure was reinforced by the 18th Amendment to the 2010 Constitution, which decentralized education management to the provincial level. Consequently, provincial education departments are tasked with budgetary decisions and allocations, aiming to align these with broader educational goals and policies.
While principals in Pakistan do have some influence and responsibilities regarding the utilization of allocated funds within their schools, they do not have the primary authority to decide on the overall budget allocations.
For instance, the Ministry of Finance has introduced the 2021-22 to 2023-24 Performance-Based Budget to better align budget allocations with policy priorities and to improve accountability and transparency in public spending. This approach aims to ensure that budgetary decisions at all levels, including within education, are more responsive to various sectors' actual needs and performance outcomes.
In the province of Balochistan, according to the 2020-2025 Education Sector Plan, it is the responsibility of school heads to prominently display information about the school budget, its allocation, expenditure, and procurement processes within their office premises.
In the province of Punjab, according to the 2018-2023 School Education New Deal, school heads are responsible for the accounts and human resources of their respective schools.
In the province of Sindh, according to the 2021 School Clustering Policy, the headteacher of cluster schools have Drawing Disbursing Officer (DDO) powers to manage relevant budget for cluster schools in a rationale manner.
4.2. Assessment and accountability of school leaders
In the province of Balochistan, the 2020-2025 Education Sector Plan aims to mandate the district education officer (DEO) to hold heads of middle and high schools accountable for meetings of parent-teacher school management committees.
In the province of Punjab, the 2019/20-2023/24 Education Sector Plan aims to introduce a performance management framework (PMF) to assess and promote effective leadership.
4.3. Teacher assessment by school leaders
At the federal level, teacher evaluation is not mentioned explicitly as a role of school leaders. However, at the provincial level, specifically, in the province of Punjab and Sindh, according to the 2021 Recruitment Policy (Sindh) and 2022 Recruitment Policy (Punjab), principals are involved in hiring teachers. Furthermore, in the province of Sindh, according to the 2021 School Clustering Policy, the headteacher of cluster schools have the administrative powers to transfer teachers within a cluster and assign a teacher to a school, hich is within the cluster, on need basis, especially single teacher where the teacher is not available on account of leave to ensure the continuity of academic activities. The e-ACR Tracking System of the province of Khyber Pakhtunkhwa allows school leaders to fill annual confidential report of teachers.
This profile has been reviewed by Prof. Ali Nawab, Assistant Professor, Department of Education, Sukkur IBA University, Pakistan and Aftab Muhammad Khan, Secretary General Pakistan National Commission for UNESCO.
