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 1977 Secondary School System No.2 and the 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20 refer to the terms “school principal” (مدير المدرسة) and “principal’s assistant” (معاون المدرسة).
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq refers to “Institution Director” (مدير المؤسسة) as the person assigned with the task of managing an educational institution and “Assistant Director” (معاون المدیر) as the person appointed to assist the director in performing his duties (art.1). The Assistant Director for Administrative Affairs is responsible for assisting the Director in administrative tasks. The assistant director for student affairs is responsible for assisting the director in student and student affairs, assisting and guiding them, or any other tasks entrusted to him by the director (art.58).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 1977 Secondary School System No.2, the 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20, and the 2022 Education Law No. (13) in the Kurdistan Region - Iraq outlines the roles of school principals.
Roles
Setting expectations/objectives: 1977 Secondary School System No.2 states that the school principal is responsible for ensuring the proper functioning and organization of school activities in accordance with this system and other regulations issued by the Ministry of Education. The principal must communicate these regulations and instructions to students, teachers, staff, and other relevant personnel, ensuring their implementation and compliance.
In the Kurdistan Region, the school principal manages the institution by fostering a healthy work environment and ensuring the safety of students, staff, and affiliates. The principal is responsible for preparing the annual plan, developing and monitoring examination plans, maintaining high educational standards, and keeping all required institutional records, as outlined in Article 57 of the 2022 Education Law No. 13.
Developing teaching and learning: School principals are responsible for supervising teaching staff and overseeing teaching activities within the school. This includes supporting teachers in the educational process, allocating lessons and classes based on teachers' capabilities and competencies, and aligning these assignments with the interests of the school and its students. This process must be completed by the second week of September each year. Principals are also tasked with creating weekly lesson schedules, distributing class assignments, and sending copies of these schedules to the Directorate of Education. Additionally, they must prepare class lists for each grade and announce the weekly lesson schedules to students and teachers. Key components of this role involve monitoring the prescribed curriculum, conducting classroom visits to oversee teaching, reviewing lesson plans and attendance registers, and ensuring alignment with the annual plan. Collaboration with educational specialists is essential for streamlining tasks, providing data about the school and its teaching staff, and including evaluative statements about their efforts. Furthermore, principals are responsible for supervising examinations, as outlined in 1977 Secondary School System No.2 paragraph 3.
School principals in the Kurdistan Region are tasked with creating an educational environment that supports the achievement of institutional goals. Their roles include enhancing academic and skill levels among students, fostering solidarity within the institution, and effectively monitoring the educational process. Additionally, principals must coordinate with the relevant Directorate of Education and the General Directorate of Education to ensure the smooth operation of educational and teaching activities (art.57 2022 Education Law No. (13) in the Kurdistan Region - Iraq).
Promoting collaboration: The school principal is responsible for maintaining the school building, including its facilities, equipment, and furniture. They must promptly report any needed repairs or renovations. Additionally, the principal must keep a detailed record of the building, documenting information such as the construction date, cost, number of rooms, any additions or expansions, renovations, and associated expenditures. A comprehensive report on the building must be submitted at the end of each year 1977 Secondary School System No.2 paragraph 2.
The collaborative role of the teacher with the principal and the educational specialist for the purpose of evaluating and guiding their educational activities involves regular updates on the annual and daily plans, enabling them to observe the teacher's lessons and various activities both inside and outside the classroom (art.20 in the 1977 Secondary School System No.2).
Supporting staff development: The principal is responsible for producing comprehensive reports about the school's activities, faculty, students, and facilities at the end of each year, in accordance with templates provided by the Ministry of Education. This includes reports on each teacher's performance, the school's infrastructure, and a general report covering the school's activities, development, achievements, and societal, economic, and cultural context 1977 Secondary School System No.2.
Acting in accordance with the ethical principles of the profession: The school principal serves as a role model in adhering to and respecting attendance, arriving before the designated time and leaving only after completing responsibilities for the day. The school principal monitors the attendance of students, teachers, staff, and employees and investigates reasons for student absences. Immediate notification is required in case of the absence of a teacher, staff member, employee, or worker during working hours 1977 Secondary School System No.2 paragraph 1.
The school principal playing a central role in overseeing and organizing a wide range of essential documents. The principal is entrusted with the responsibility for ensuring the accuracy, organization, and preservation of various records, including the evaluation record of teachers' educational activities, records of visits by specialized educational supervisors and school visitors, confidential incoming and outgoing records, and school-specific records. Additionally, the principal manages general student enrollment records, school textbook accounts, exam grades records, teachers' group records, and daily attendance records for students. Furthermore, the principal oversees records related to the Parents and Teachers Council, the School Council's decisions, and the Guidance and Discipline Committee's decisions. The management of accounts for the school store, library books, sports equipment, and fine arts supplies also falls under the principal's purview. Delegating certain responsibilities to assistants and staff, the principal issues administrative orders at the beginning of the academic year for the proper distribution of tasks. The meticulous organization of these records is governed by instructions from the Ministry of Education. The principal also facilitates the transition of responsibilities between outgoing and incoming principals as per ministry instructions, and is entrusted with the safeguarding of school seals. The principal is responsible for organizing comprehensive files for each student, including vital information, documents, correspondence, and the essential school card (art.24 of the 1977 Secondary School System No.2).
Others: The 1977 Secondary School System No.2 (art.22) outlines the teaching responsibilities of the school director and the assistant director. Firstly, the school director is required to teach (4-6) classes per week, and it may be permissible for them to be exempted from this obligation based on instructions issued by the Ministry of Education. On the other hand, the assistant director is responsible for teaching (6-10) classes per week. Additionally, the director has the authority to assign one of the teachers or assistants to cover temporary vacancies resulting from the absence of some teachers. If the duration of the absence exceeds one week, the task may be assigned to a specialized teacher as a lecturer.
The 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20 mentions that the assistant to the principal of a middle school, high school, or institute is responsible for teaching ten classes per week within their specialization (art.14). It also indicates that the principal of the middle school teaches six hours per week in his specialized subject, and he may be exempted from this in special cases determined by instructions issued by the Ministry of Education (art.20).
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq states that school directors are obliged to teach four sessions per week (art.72).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20 outlines the requirements for appointing an assistant to the principal of a middle school, high school, or institute. The candidate must fulfill the following conditions: 1) Hold a high certificate in the field of education. 2) Have a teaching experience of no less than five years. 3) Demonstrate success, activity, administrative capability, and good character as evidenced by reports from inspectors and school principals. 4) Have not been subjected to disciplinary or punitive measures. 5) The appointed assistant remains on probation for a year, during which they must prove their capabilities (art.13).
Then it specifies the conditions for appointing a principal for the elementary school. The candidate must meet the following requirements: 1) Hold a degree from the Primary Teachers' Institute or a one-year or longer educational course or be a graduate of the Teachers' Institute or hold a high certificate. 2) Have a minimum of eight years of service in education and assistantship. 3) complete the assistantship course and work as an assistant for no less than three years. 4) Pass a special course organized by the Ministry of Education for the directorate. 5) Remain under probation for one year as the deputy director, and afterwards, his competence is confirmed if his qualifications are approved (art.8).
Article 18 outlines the prerequisites for the appointment of a principal for a middle school. The candidate must possess a high certificate in the field of education, have served as an assistant in a middle school, high school, or institute for a minimum of one year following the probationary period, and demonstrate competence, activity, and administrative aptitude as reflected in reports from specialized inspectors, the Director of Education, and the school principal during their tenure as an assistant. The person appointed as the principal of the middle school remains under probation for one year, and after proving his competence, he is confirmed in the administration.
Article 21 states that high school or institute principles are chosen from successful middle school principals in their administrations, provided that the selected individual has spent at least three years as a middle school principal. The director is exempted from teaching duties.
The 1977 Secondary School System No.2 takes into consideration the following criteria for the appointment of high school principals: it is preferred that the school principal has experience of no less than three years in teaching, during which they have demonstrated academic and educational competence, as well as managerial and organizational capabilities. Having prior experience as an assistant is also preferred (art.8).
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq) outlines the conditions for the selection of a director, requiring the candidate to meet specific qualifications. Firstly, the individual must hold a bachelor's degree, with a minimum of five years of experience in the field of education. Participation in the annual director qualification courses organized by the ministry in collaboration with the general directorates of education is also mandatory. Additionally, the candidate should not be convicted of a crime compromising integrity and should not have received disciplinary punishment (reprimand) or above. Secondly, the ministry is responsible for enforcing these conditions within four years for directors appointed before the enactment of this law. These provisions do not apply to directors of institutions in villages and remote areas, with specific guidelines to be issued by the minister for their consideration (art.63).
Appointment decision
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq outlines the procedures for selecting the director and assistant director in government educational institutions. Firstly, the director and assistant director are selected by a decision from the Director-General of Education based on the valid instructions, upon the proposal of the Education Council in the jurisdiction. The Director-General of Education is not allowed to reject the council's proposal without justification (art. 68).
Employment equity measures
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq affirms that the selection process takes into consideration qualifications, competence, experience, skills, and gender balance for both the director and assistant director (art.68).
Working conditions
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq states that the director's term in office is four years, renewable for only one additional term (art.68). The termination of a director's service in government educational institutions is contingent upon various factors. These encompass the completion of the legal term, voluntary resignation, or proven incapacity to fulfill duties for any reason. Additionally, termination may ensue if the director is convicted of a crime damaging to honor or receives a disciplinary penalty equal to or surpassing a reprimand. Another criterion for termination is when the educational institution receives a low rating for two consecutive years in the external evaluation process. Moreover, if the director takes a leave exceeding six months, excluding the permitted one-year maternity leave, this can also lead to the cessation of their service (art.69).
2.3. Leadership preparation and training
Pre-service training
Article 10 of the 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20 stipulates that if the assistant successfully completes the principal’s training programme and is not appointed, he/she retains the right to nominate themselves for the position at another opportunity. Article 11 specifies the teaching assignments for the principal of the elementary school according to instructions issued by the Ministry of Education. Article 12 states that in schools with special circumstances, the assistant is designated as the principal’s assistant, and confirmed as a school principal after completing the principal’s training course. In the absence of an assistant, one of the teachers may be designated to manage the school, with the agreement between the Director of Education and the school inspector. It is permissible for the appointed individual to be a graduate of the Primary or Rural Teachers' Institute.
Induction and in-service training
Article 21 of the 1977 Secondary School System No.2 outlines the duties of the primary teachers, school principals, and their assistants, emphasizing their obligation to actively participate in in-service training programmes organized by the Ministry of Education. This commitment is geared towards completing their qualification, enabling them to effectively address educational challenges, familiarize themselves with problem-solving approaches, and stay abreast of contemporary developments in education. The training aims to enhance their general knowledge and expertise in their respective fields, ensuring their growth on scientific, educational, and professional levels.
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq mentions that directors, their assistants, teachers, and educational counselors in government educational institutions have the right to participate in professional development courses for a minimum of (30) thirty hours each academic year. The ministry is obligated to provide continuous development opportunities for leadership capabilities of directors and their assistants, as well as the scientific and professional capabilities of teachers and staff (art.70).
3. Teachers, parents and students
3.1. School management committees and boards
The 1977 Secondary School System No.2 establishes the teaching staff of the school, comprising the principal, assistants, and teachers, who convene in the Teachers' Council to collaboratively address educational, social, administrative, and shared tasks. The faculty's responsibilities include nurturing students by providing educational opportunities for their growth and development, offering guidance, and actively involving parents in this care. Additionally, the faculty is entrusted with maintaining the safety and well-being of the students (art.10) and creating a supportive environment for student development (art.9). It also outlines the establishment of various permanent committees by the Teachers' Council at the commencement of each academic year. These committees encompass a diverse range of aspects, including educational and social activities and scientific and cultural domains. The Educational and Social Activity Committees consist of subcommittees like Discipline, Educational Guidance, Cultural and Literary Affairs, Popular Action, Awareness and Media, Purchasing, School Examinations, Artistic and Social Activity, Sports and Excursions, and the Parents and Teachers Council. The Scientific and Cultural Committees are formed based on major fields of study, aligning with approved activities in programs endorsed by the Teachers' Council. The formation and responsibilities of these committees are subject to regulations issued by the Ministry of Education, ensuring a comprehensive and organized approach to school governance and activities (art.34)
The 2022 Education Law No. (13) In the Kurdistan Region - Iraq states that in each government school and vocational educational institute, the institution council is formed, chaired by the director and consists of Assistant directors; a Quality assurance officer; a Representative from the teachers, selected at the beginning of each academic year; Educational Counselor, if available in the institution. If a Parents and Students Council exists, its president may attend and participate in the institution council discussions regarding students without the right to vote. The institution council holds monthly meetings or when necessary, with the date and time determined by the director, and members are notified in advance. The decisions of the institution council are made by a majority vote, without restricting the powers vested in the director by law. Schools in rural areas and remote locations are exempt from the conditions outlined above in this article, and the affairs of these institutions are regulated by instructions issued by the minister (art.61).
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq highlights that In every government school, educational complex, and vocational educational institute, various committees are established by the director's decision, as outlined in Article 75. These committees include the Quality Assurance Committee, the Examinations Committee, the Grade Verification Committee, the Administrative Committee, the Technical Committee for Sports, Technical, Literary, and Artistic Affairs, the Environment, Cleanliness, and Health Monitoring Committee, and the Disciplinary Committee for Prohibited Actions and Behaviors. Additionally, the ministry may suggest the formation of any other committee deemed necessary and communicate it to the institutions. These committees play crucial roles in ensuring the overall quality, efficiency, and discipline within the educational institutions.
3.2. Middle leaders
The 1977 Secondary School System No.2 outline leadership responsibilities for teachers which encompass comprehensive preparation and planning, including the creation of annual and daily lesson plans that align with curriculum objectives and educational goals. Collaboration with school leaders, such as head teachers and educational supervisors for evaluating and guiding their work towards educational objectives, which involves sharing plans and engaging in discussions about performance improvement. Recommendations are provided to enhance performance and build confidence in improvement efforts (art.20).
Article 26 outlines the regular meetings and functions of the School Council. The council convenes at least once a month, or as needed, upon the invitation of the school principal, discussing educational, social, and administrative tasks assigned to the teaching staff and administration by this regulation. It organizes action plans to enhance these tasks, enriching educational activities, increasing efficiency, and overseeing their implementation. The council may establish permanent or temporary committees from its members to execute specific programs. Educational supervisors may participate in these meetings to fulfill their guidance duties without voting rights. The council's proceedings are documented in a dedicated register, signed by its members. The approved action plans include collaborative and individual activities within and outside the school, such as administrative responsibilities, cooperation with neighbouring secondary schools, organizing training sessions, seminars, educational and social projects, and various competitions. Additionally, a representative from the National Union of Iraqi Students participates in the School Council when discussing student matters, excluding examination and grading issues. Monthly minutes of the School Council meetings and the educational activity program are sent to the Directorate of Education in the province and the specialized educational supervision.
3.3. Parents
According to the 1977 Secondary School System No.2 , the teaching staff is responsible for establishing and documenting connections with the students' parents. This is achieved through the formation of the Parents and Teachers Council. Collaboration takes place by inviting parents collectively and in consecutive categories to the school, or individually. In these meetings and encounters, information about the students is exchanged, and their characteristics, social, economic, cultural, psychological, and educational conditions are identified. The discussions also address the challenges they face, ensuring their resolution and empowering them for growth and academic progress. The information gathered in these interactions is utilized in organizing student records, assessing their progress, and presenting the results to the Teachers' Council at least three times during the academic year (art.37).
3.4. Students
According to the 1977 Secondary School System No.2, the committees of the National Union of Iraqi Students are organized in secondary and preparatory schools, and their duties and methods of selection are determined in accordance with the laws and regulations specific to the National Union of Iraqi Students. These committees are intended to contribute to the involvement of preparatory school students in organizing social activities within their schools and to promote democratic methods in managing their affairs (art. 35).
4. Governance
4.1. Autonomy of school leaders
Article 23 of the 1977 Secondary School System No.2 outlines the regulations governing the appointment and responsibilities of assistants to the school principal in secondary schools. The number of assistants is contingent on the student number, with one assistant permitted for every 150 students and an additional assistant for approximately every 200 additional students, not exceeding a total of three assistants. A fourth assistant may be appointed if the school's capacity doubles. The selection of assistants is guided by considerations such as the secondary education expansion plan, the organization of teaching staff, geographic location, and the specific needs of the student body. Assistants play a crucial role in aiding the principal with delegated administrative responsibilities, and their appointment is intended to align with the overall educational and administrative goals of the school. Additionally, the article addresses the appointment of employees and workers in proportion to the school's size, with specific instructions determining their tasks. In the absence of an assistant, the principal may delegate authority to a teacher or another staff member for specific periods or reasons, ensuring the continuity of administrative functions within the school.
The school principal in Kurdistan Region can propose to the Directorate of Education to provide opportunities for teachers and staff in the institution to participate in capacity-building courses and submit reports to the Directorate of Education on any important issue dictated by circumstances. She/he also has the power to submitting a request to the Directorate of Education regarding the transfer of any educational employee based on the requirements of the public interest, provided that the proposal is justified and approved by the institution's council. The principal also distributes teaching assignments to teachers, ensuring the implementation of the annual curriculum plan for the relevant subjects, distributing duties to administrative department members, teachers, and other staff, and forming specialized committees (art.57 2022 Education Law No. (13) in the Kurdistan Region - Iraq).
The Institution Council is entrusted with various crucial responsibilities. Firstly, it conducts a quarterly assessment of the institution's performance, focusing on the implementation of quality assurance and academic accreditation principles. Additionally, the council oversees the content of the annual plan, other relevant plans, and institution reports, ensuring adherence to quality standards. Financial and administrative affairs are diligently monitored, with the school principal providing essential information. The council actively engages in discussions, proposing solutions to significant issues presented by the principal. It also reviews and approves proposals related to the transfer of teaching staff or other employees, considering justifications. The council acts as a vital oversight body contributing to the effective functioning and quality assurance of the educational institution (art.62 2022 Education Law No. (13) in the Kurdistan Region - Iraq).
4.2. Assessment and accountability of school leaders
Articles 19 and 22 of the 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20, state that if the school principal of a secondary school receives disciplinary punishment; they may be relieved of their duties, including removal from their position, if they receive two disciplinary punishments or negative reports from different specialized inspectors or the Director of Education. The assessment and decision-making process involves specialized inspectors or the Director of Education, emphasizing the significance of external evaluation in the management and leadership of educational institutions at the central level of the Ministry of Education.
According to the 1968 Management and Inspection System for Schools and Institutes of the Ministry of Education No.20, If the principal of the elementary, middle or high school is subjected to disciplinary punishment or receives two unfavourable reports from the Director of Education or two inspectors, he will be dismissed from the administration (art.9, art.19, art.22).
4.3. Teacher assessment by school leaders
The teacher is encouraged to engage in discussions with the principal and the educational specialist regarding their efforts in fulfilling their duties, enhancing their competence, and seeking improvement. The evaluation of the teacher's work is conducted objectively, addressing both strengths and weaknesses, acknowledging these assessments as their rightful entitlements. Recommendations are communicated to the teacher to enhance proficiency and build confidence in the continuous improvement of their performance (art.20 of the 1977 Secondary School System No.2).
Furthermore, the principal is responsible for producing comprehensive reports about the school's activities, faculty, students, and facilities at the end of each year, in accordance with templates provided by the Ministry of Education. This includes reports on each teacher's performance, the school's infrastructure, and a general report covering the school's activities, development, achievements, and societal, economic, and cultural context. Lastly, the principal manages all documentation, correspondence, and records, ensuring their organization, communication, and storage in dedicated files (art.24 of the 1977 Secondary School System No.2).
The 2022 Education Law No. (13) in the Kurdistan Region - Iraq outlines that the school principal evaluates the performance of teachers inside classrooms, supervising educational supervisors, supporting teachers and other staff in carrying out their tasks, and working to enhance their competencies (art.57). The director is responsible for managing the quality assurance system within the educational institution, ensuring the effective implementation of the quality assurance guide provided by the Ministry of Education. This involves supervising the institution's progress, conducting annual evaluations of staff and the institution itself, and collaborating with the Ministry in the assessment and improvement processes. Additionally, the director is tasked with maintaining a personal portfolio, providing evidence of continuous learning, seminar participation, and contributions to educational and research activities. The director's role is pivotal in fostering a culture of quality assurance, educational development, and effective leadership within the educational institution (art. 87-92).
This profile was reviewed by Basheer J. Khaleel, SDG4 focal point, with the support of the Delegation of Iraq to UNESCO.
