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 2019 Law No.16 amending some provisions of the 1981 Education Law No.139 refers to the terms "Director of Educational Administration" and "Deputy Director of Educational Administration” in preparatory (middle) and secondary education schools, as well as “School Director” and (Deputy School Director” in primary education schools.
The 2014-2030 Strategic Plan of Pre-University Education refers to the term “school principals”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Article 17 of the 2013 Prime Minister’s Decision No. 428, which issues the executive regulations for Chapter Seven of the 1981 Education Law No. 139, as amended by the 2007 Law No. 155 and the 2012 Law No. 93, states that the criteria for educational performance in school administration positions, including directors and deputies, encompass various essential dimensions. In the realm of Institutional Culture, it is imperative to have a clear vision, well-defined plans, and organized methods for education. Additionally, creating an organizational environment that facilitates human communication is considered a foundational aspect. Moving to the Participation Area, a commitment to consultation values is essential for supporting teamwork, and there is a need to expand opportunities for dialogue, discussion, and the exchange of opinions and ideas. Leveraging information technology effectively is also emphasized to facilitate communication, dissemination of information, and informed decision-making. Community participation is seen as a vital aspect of this dimension. In the Professional Area, cognitive and skill proficiency, sustainable development, and a commitment to professional ethics are highlighted. Lastly, within the Change Management Area, it is crucial to foster an organizational climate that is supportive of creative educational change. Encouraging initiative-driven educational transformation, adopting scientific approaches in mobilizing individuals, and actively participating in the preparation, monitoring, and implementation of evaluation and development plans for schools contribute to a comprehensive and dynamic framework for educational leadership and development.
Roles
Article 14 of 2023 Ministerial Decision No.187 delineates the management responsibilities within the school administration, with a focus on the pivotal role of the school principal. The principal is tasked with enhancing school discipline and addressing issues through the following commitments :
Setting expectations/objectives: The school principal serves as a role model in educational practices and behavior control for both students and teachers (2013 Prime Minister Decision No. 428)
Developing teaching and learning: The school principal’s role includes establishing effective communication with students to understand their needs, problems, and academic difficulties (2013 Prime Minister Decision No. 428). No information is available regarding the school principal’s role as an instructional leader, especially in terms of curriculum coordination and evaluation, as these areas are typically centralized.
Promoting collaboration: Key practices of school principals focused on developing a positive school culture, maintaining a safe and healthy environment, and building relationships with families and the community. The principal is tasked with motivating teachers to employ effective behavior control methods, supporting social workers and psychologists, and fostering communication with parents through periodic meetings and policy updates. Collaborative efforts with the School Protection Committee involve establishing an annual school code of conduct and approving discipline records for violating students and submitting periodic reports to the Educational Administration's Protection Sub-Committee. The principal is empowered to take swift actions against violations, ensuring an appropriate and secure educational environment. Controlled parent access, exclusion of disruptive individuals, and transparency in discipline matters contribute to a positive and secure school atmosphere. The principal's commitment to promptly notifying parents about student harm and providing reports on imposed procedures underscores transparency and accountability, while the proportional distribution of tasks promotes a well-functioning and collaborative school environment (2013 Prime Minister Decision No. 428).
Supporting staff development: No information has been found.
Acting in accordance with the ethical principles of the profession: The school principal is to implement a school system and discipline regulations, including rights and duties, and maintaining records of common violations and preventive methods (2013 Prime Minister Decision No. 428).
Others: Teaching is not necessarily part of the responsibilities of school principals, but previous experience in teaching is essential to be eligible for applying to a school principal decision (2013 Prime Minister Decision No. 428).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Article 10 of the 2022 Prime Minister’s Decision No. 2297 ( تعديل بعض أحكام اللائحة التنفيذية للباب السابع من قانون التعليم قرار رئيس مجلس الوزراء رقم 2297 لسنة 2022 بشأن ), amending some provisions of the executive regulations for Chapter Seven of the 1981 Education Law No.139, amended by the 2007 Law No.155 that was further modified by Law No. 93 of 2012, states that appointment to the positions of Director and Deputy Director of Educational Administration will be made from among the incumbents of at least the position of Senior Teacher (A) or its equivalent, with a minimum of two years of seniority, through a public competition within the scope of each province, announced on the Government Jobs Portal. The selection will be for a period of two years, renewable. Therefore, the requirement implies that individuals with teaching experience at the level of Senior Teacher (A) or equivalent are eligible for these administrative roles in educational administration.
The Law sets qualifications for Egyptian teachers, requiring citizenship or reciprocity, education degree, teaching qualification, and completion of professional development programmes. It mandates qualification certificates and completion of professional development programmes for teaching appointments and promotions (art.52-53). No license or certification in school administration is required.
Article 17 of the 2013 Prime Minister’s Decision No. 428, which issues the executive regulations for Chapter Seven of the 1981 Education Law No. 139, as amended by the 2007 Law No. 155 and the 2012 Law No. 93, states that the criteria for educational performance in school administration positions, including directors and deputies, encompass various essential dimensions. Additionally, the 2019 Law No. 16, amending some provisions of the 1981 Education Law No. 139, made substantial changes to the text of Article 79. This amendment regulates procedures for appointments to the positions of "Director of Educational Administration" and "Deputy Director of Educational Administration." Vacancies for these roles shall be filled by public competition from among the occupants of the position of (Senior Teacher – A) or its equivalent, with a minimum of two years of seniority within each governorate. The positions are for a renewable period of two years. Furthermore, each school must have a director and a deputy, or more, depending on the number of classrooms or educational stages, and according to the needs of the school administration. For the first time, the amended text permits the appointment of individuals holding a degree in education to the positions of (School Director) and (Deputy School Director) in primary education schools.
Appointment decision
Article 10 of the 2022 Prime Minister’s Decision No. 2297, states that appointment to the positions of Director and Deputy Director of Educational Administration will be made through a public competition within the scope of each province, announced on the Government Jobs Portal. The selection will be for a period of two years, renewable.
It affirms that a committee, chaired by the Director of the Directorate of Education, and including three experts in the field, the Teachers' Syndicate, the Chairman of the Board of Trustees in the province, and the Dean of the College of Education in the province or their delegates, will be formed by decision of the competent authority. The committee may include, at its discretion, experts or the official in charge of the development of the subject matter at the Ministry's General Diwan when selecting the General Supervisor position. This committee is responsible for reviewing nominations for these positions based on the highest grades, according to the relative evaluation of criteria, skills, and required abilities, as well as considering renewals for those previously selected.
The committee may seek the assistance of relevant state agencies to complete any necessary data and information. The applicants are evaluated based on a set of criteria and abilities, along with other job requirements. The criteria and abilities are divided into four groups: 1) Job history, including age at the time of applying for the position, efficiency reports, and the applicant's achievements, accounting for 30 points. 2) Leadership skills, including the ability to lead, make timely decisions, innovate, and renew, accounting for 30 points. 3) Scientific and practical capabilities, including higher qualifications, language proficiency, knowledge of computer science, participation in conferences, and research preparation, accounting for 30 points. 4) Personal traits, revealed through interviews, such as having a decent appearance and communication skills, accounting for 10 points. The committee, when assessing these criteria and abilities, considers the job description.
Article 12 adds that the announcement of the positions of Directors, Deputy Directors of Educational Administrations, Supervisors, and Directors and Deputy Directors of schools will be made in July of each year, with the aim of completing the appointment to these positions before the start of the school year.
The 2019 Law No.16 amending some provisions of the 1981 Education Law No.139 made substantial changes to the text of Article 79 of the law, transforming it to regulate the procedures for appointment to the positions of "Director of Educational Administration" and "Deputy Director of Educational Administration”. Previously, it only addressed the appointment of school directors and deputies. The new article now states, "The positions of (Director of Educational Administration) and (Deputy Director of Educational Administration) shall be filled by selection from among the occupants of the position of (Senior Teacher – A) or its equivalent with a minimum of two years of seniority, in a public competition within the scope of each governorate, and the selection shall be for a renewable period of two years”. Article 76 of 2019 Law No.16 stipulates recruitment should occur through a widely circulated advertisement to ensure equal opportunities. The provision allows for flexibility in limiting the advertisement to specific provinces under certain circumstances, subject to Cabinet approval
The article further adds, "Each school shall have a director and a deputy, or more, depending on the number of classrooms or educational stages, and according to the needs of the school administration, as determined by the executive regulations of this law”. The new text, for the first time, permits the appointment of those holding a diploma in education for the positions of (School Director) and (Deputy School Director) in primary education schools. This is subject to the rules and conditions issued by a decision from the Minister of Education and Technical Education, as stipulated in the executive regulations outlining the procedures and criteria for selection and renewal for each position mentioned, which is a centralized mechanism for validation of appointments.
Article 70 in the Education 2007 Law No.155 (amended version of the 139/1981 Education Law) affirms that the job descriptions and evaluations are issued by the Minister of Education and Technical Education.
Employment equity measures
Article 76 of the 2019 Law No.16 amending some provisions of the 1981 Education Law No.139 emphasizes a fair selection process, requiring individuals who pass the job occupation test to be compared based on qualifications and experiences. The specific procedures, criteria for advertisements, and rules for arrangement and comparison are to be outlined in the executive regulations of this law, providing a comprehensive framework for the recruitment and selection process in the education sector “Without prejudice to the provisions of Article 73 of this law, the appointment or contract for the positions referred to in Article 70 thereof is done through a widely circulated advertisement directed to all, ensuring equal opportunities”.
The 2013 Prime Minister Decision No. 428, issuing the executive regulations for the seventh chapter of the Education Law concerning appointments in educational positions, promotions, discipline, and contracting, is based on the 1981 Education Law No. 139 of 1981, amended by the 2007 Law No. 155 and further modified by Law No. 93 of 2012, all of which fall under the jurisdiction of the President of the Republic. The decision outlines the detailed regulations and procedures governing the processes of appointment, promotion, discipline, and contractual arrangements within the education sector as stipulated in the seventh chapter of the Education Law.
The 2012 Ministerial Decision No.254 signed by the Minister of Education, Dr. Ibrahim Ahmed Ghoneim, establishes the "Equal Opportunities Unit". This unit, reporting to the head of the Central Administration for the Affairs of the Minister’s Office, is mandated to promote the culture of citizenship and human rights, particularly the principle of equality and equal opportunities, through educational curricula and practical means in collaboration with relevant departments. The unit addresses issues of employee discrimination based on various factors and proposes solutions. Additionally, it works to ensure women's rights in areas of advancement, social programs, and educational development, documenting data and conducting studies on women's realities within the Ministry. The unit acts as a communication link between the Ministry, the National Council for Women, and other specialized councils. All Ministry employees are required to facilitate the unit's work and provide requested data.
Working conditions
Article 70 of the 2019 Law No.16 amending some provisions of the 1981 Education Law No.139 clarifies that the regulations related to civil service employment, as stipulated in Law No. 81 of 2016, will now be applicable to the members of the educational institution, so school principals are considered civil servants. They are employed on unlimited contracts.
The 2007 Law No.155 mentions that the occupants of the position of school principal and deputy are selected for a period of three years, subject to renewal, from among the occupants of at least the position of "Senior Teacher (A)". The 2013 Prime Minister Decision No. 428 highlights that each school shall have one school principal and one or more deputies according to the number of classes and educational stages in it and according to the needs of the school administration.
2.3. Leadership preparation and training
Pre-service training
Given that only individuals with teaching experience at the level of Senior Teacher (A) or equivalent are eligible for these administrative roles in educational administration, the 1981 Education Law No. 139 and its amendments states that the "Professional Academy for Teachers" is established with legal personality and is under the supervision of the Minister of Education to train teachers. The academy is located in various parts of the republic, with its headquarters in Cairo, and it operates in collaboration with education colleges.
The course and assessment are accessible through the online platform of the Professional Academy for Teachers.
The 2014-2030 Strategic Plan of Pre-University Education affirms that the Professional Academy for Teachers is responsible for the training of those who have been recruited according to the 2007 Law No.155 and its amendments (teachers, mentors, counsellors and school principals). It also emphasizes the importance of “Developing school leaderships supportive and capable of change ; adept at guiding staff to achieve education goals ; and well-versed in utilizing available resources in accordance with real and firm selection standards”.
Induction and in-service training
The 2014-2030 Strategic Plan of Pre-University Education objectives include “Training and developing the educational and top management leaders. Providing effective training for school principals and top management leaders to help them become administratively, financially and technically capable through an empowering system.”
3. Teachers, parents and students
3.1. School management committees and boards
The 2023 Ministerial Decision No.187 introduces a comprehensive framework for school discipline regulations, outlining the roles and responsibilities of various committees within the educational hierarchy including the School Protection Committee, the Protection Sub-committee within the Educational Administration (local administration office), and the Central Protection Committee in the Directorate of Education (at governorate level). It also outlines the responsibilities and powers of teachers and the rights and duties of students and parents. Article 1 emphasizes the pivotal role of school discipline in tandem with other educational priorities. The objectives and principles outlined in this regulation aim to govern the rights and duties of students and parents and define the responsibilities and powers of school staff.
The 2014 Ministerial Decision No. 306 regarding the re-organization of the Board of Trustees, Parents & Teachers stipulates that every school must have a Board of Trustees, Parents & Teachers, composed of representatives of parents, teachers and members of civil society who are interested in education. The primary aims of these boards are to achieve decentralization in administration, evaluation, follow-up, and decision-making, while fostering democracy in students by providing them with knowledge, moral values, and attitudes that deepen their sense of belonging to the nation and society. They also seek to encourage voluntary efforts from civil society to broaden community participation in supporting education, mobilize local efforts to provide comprehensive care for students, enhance the educational process, address challenges, strengthen cooperation between parents, teachers, and civil society, and maximize the school's role in serving the local community and environment
Article 5 establishes the School Protection Committee at various educational levels, led by the school principal and comprising members such as the Chairman of the Board of Trustees, Parents and Teachers, Student Affairs Officer, elected class leaders, social worker, psychologist (if available), and school security official (if available). The committee, with its secretariat held by the designated social worker, is tasked with studying, analyzing, and investigating complaints and behavioral issues related to violations. Article 6 outlines the committee's responsibilities, including taking necessary measures to address school problems, applying means to tackle violations, and coordinating with the School Social Service Office of the Educational Administration. It also emphasizes the preparation of a school discipline file, submission of monthly reports, and holding regular meetings, with decisions made by majority vote. The secretary documents meetings, maintains confidentiality, conducts monthly inventories, and collaborates with the school principal and class leader in maintaining a student's special file, documenting actions taken and conducting case studies in coordination with the psychologist.
Articles 8 and 9 outline the structure and responsibilities of the Protection Subcommittee within the Educational Administration. Chaired by the Director of the Educational Administration, the committee includes members such as the Chairman of the Board of Trustees, Parents and Teachers, the Director of Legal Affairs, the Senior Social Education Instructor, the Senior Mentor in Psychological Education, and the Student Affairs Officer, among others. The Protection Subcommittee is tasked with addressing violations, imposing disciplinary actions such as temporary dismissal or transferring students, and coordinating files for each school. Additionally, the committee works to combat undesirable practices through programmes and activities, providing monthly reports to the Central Protection Committee in the educational directorate.
Articles 10 and 11 establish and highlight the roles of the Central Protection Committee at the directorate level, led by the Director of the Directorate of Education. Its members include the Chairman of the Board of Trustees, Parents and Teachers, the Director of Legal Affairs, the General Social Education Instructor, the General Instructor of Psychological Education, the Director of the Student Affairs Department, and the Directorate Security Officer. The General Director of Social Education oversees the committee's secretariat, assisted by a technical member from the School Social Affairs Directorate for registration. The Central Protection Committee monitors the implementation of school order and discipline regulations at the directorate level, receives comprehensive reports periodically from the Ministry's Department of Social Education Development and the General Administration of Cultural, Artistic, and Social Activities, initiates actions to enhance the educational aspect and reduce unwanted practices, and reviews issues and topics referred from the Protection Subcommittee of the Educational Administration.
3.2. Middle leaders
Article 14 of 2023 Ministerial Decision No.187 mentions that responsibilities and powers entrusted to teachers are integral to fostering a positive and disciplined learning environment. Serving as exemplary role models, teachers demonstrate impeccable behavior, ethics, and professional conduct in their interactions. They devote attention to student discipline through various means, including attentive listening to students' problems and a profound understanding of developmental stages, individual needs, and behavioral influences. Teachers actively participate in educational programmes geared towards achieving school discipline, promoting justice, and equality in their interactions with students. They encourage student involvement in decision-making processes, school committees, and various activities, recognizing the importance of the social worker and psychologist's professional intervention in addressing behavioral issues. Moreover, teachers maintain order and discipline during sponsored activities, both within and outside the school, treating students with politeness and respect while preserving their dignity and ensuring non-discrimination. Importantly, teachers do not overlook incorrect or repetitive student behavior and responsibly report any unacceptable conduct to the school principal. Through these multifaceted responsibilities, teachers contribute significantly to creating a conducive and respectful educational atmosphere.
The 2023 Ministerial Decision No.187 asserts that middle leaders elected by other teachers are members of the School Protection Committee.
3.3. Parents
Article 2 of the 2007 Law No.155 mentions that on every school level and educational directorate, a council named the “Council of the Board of Trustees, Parents and Teachers” must be set up
The 2023 Ministerial Decision No.187 highlights that with the Council of the Board of Trustees, Parents and Teachers are vice presidents of the School Protection Committee, the Protection Sub-committee within the Educational Administration, and the Central Protection Committee in the Directorate of Education.
It further states in articles 17 and 18 that the cooperation of parents and guardians is crucial in fostering student self-discipline. Parents are required to implement disciplinary decisions issued by the school administration promptly and ensure that students understand the importance of responsibility and self-discipline. They should make a point of communicating with the school at specified times or agree on alternative dates when necessary. Additionally, parents are expected to support the school's decisions, such as attending to sign declarations prepared by the school administration and cooperating with teachers and other school staff to ensure students comply with regulations on school order and discipline.
Parents must commit to attending school if summoned by the administration. Failure to attend within 48 hours from the date of the summons request will result in disciplinary measures being applied to the student without further consultation, and the parent will be notified accordingly.
Parents are also required to sign a pledge supplementing the disciplinary treatment, and in the event of their absence within 48 hours from the date of the summons request, or refusal to sign the pledge, the school will apply disciplinary measures to the student, as outlined in the regulations, without further consultation and will notify the parent accordingly.
They are expected to show respect towards the school entity, teachers, and all employees, refraining from any form of abuse, whether in words or deeds as well as refrain from publishing false or misleading information, spreading rumors about the school, belittling teachers or school employees, or attacking the school's management method in an offensive manner. This includes online platforms, social media, electronic committees, or any other means where such behavior may occur.
3.4. Students
Article 2 of the 2007 Law No.155 states that it is possible to form Student Union Councilon every school level and every educational directorate.
Article (16) of the 2023 Ministerial Decision No.187 outlines the comprehensive duties and responsibilities expected from students within the school environment. Emphasizing values such as self-esteem, religious principles, and respect for societal customs, students are required to adhere to the school uniform, maintain personal hygiene, and follow the established timing for attendance and departure. Active participation in class, positive engagement with school radio, and efficient time management are encouraged. Students are also expected to respect school property, avoid carrying mobile phones during the school day, and contribute to maintaining a clean and safe environment. Additionally, they should refrain from dangerous tools or materials and comply with security rules. The paragraph also highlights responsibilities toward school employees, promoting polite and respectful interactions, and stresses positive cooperation with fellow students while avoiding obscene acts and bullying in all forms. These responsibilities collectively aim to foster a conducive and respectful educational environment.
4. Governance
4.1. Autonomy of school leaders
Article 71 of the 1981 Education Law No.139 states that the schedule of teacher’s jobs, their description cards, their re-evaluation and their arrangement shall be approved by the Minister of Education.
Article 82 and 83 stipulate that the transfer of individuals in teaching positions between governorates is authorized by a decision made by the Minister of Education. This decision is coordinated with the relevant governor and incorporates the opinion of a human resources committee, specifically formed for this purpose. The competent governor has the authority to determine the working days and times of the week based on the public interest. Vacation periods for school employees, including assistant teachers, teachers, and first teachers, are specified during the summer vacation.
School leaders do not have autonomy or authority over curriculum design/development, or decisions regarding teacher hiring or dismissal.
4.2. Assessment and accountability of school leaders
Article (87) of the 2007 Law No.155 mentions that the Minister of Education or the competent governor may order an investigation into any of the occupants of the positions specified in this law if they are accused of committing any disciplinary violation. In this case, the actions to be taken in the investigation can include preservation of the current status, imposition of an appropriate penalty, or referral to the disciplinary court, based on the decision of the minister or the governor, as appropriate.
4.3. Teacher assessment by school leaders
Teacher evaluation is not explicitly part of the role of school principals in the national laws, policies, strategies or binding framework. It is the responsibility of instructional supervisors (based in the directorate) as stipulated by Ministerial Decision No. 428 in 2013.
According to Article 80 of the 1981 Education Law No.139, the competent governor forms a committee that includes legal, administrative and technical elements and a representative of a teachers’s union. They receive and examine performance evaluation reports, and this committee submits its recommendations to the governor for his decision.
This profile was reviewed by Waheed Hammad, Associate Professor, College of Education, Sultan Qaboos University
