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 Ministry of Education's 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders discusses the role of school leaders. It mentions that school leaders are responsible for improving educational performance and quality. They play a vital role in developing and implementing curriculum and assessment methods. It also emphasizes the importance of school leaders in guiding and supporting students, as well as ensuring effective school management. The Guide refers to the terms “school principal” and “educational leaders”. The guide also gives teachers several roles that include “instructional” and “administrative” responsibilities.
According to the 2018-2022 Education Strategic Plan, “Principals are the inspiring leaders who motivate and encourage stakeholders and beneficiaries around the school to make a positive difference”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders introduces a framework for teacher and principal evaluation aligning with efforts to establish a national system for licensing teachers and educational leaders.
Similarly, the 2007 Job Description and Classification for Government Schools No.5 outlines the school principal's responsibilities and requirements for the position.
According to the 2018-2022 Education Strategic Plan, the Ministry of Education introduced 2014 Leadership Standards which were designed to guide the selection and appointment of candidates for leadership roles within the Ministry. The Ministry of Education has also established targets related to the standards and professional competencies for in-service leaders, both males and females. These targets include the adoption of the Standards and Qualifications Document by 2015 and the Advanced Standards and Competencies Document by 2020. These documents serve as frameworks outlining the expected standards and qualifications for educational leaders, aiming to ensure high-quality leadership within the education sector. Unfortunately, none of these documents were able to be found.
Roles
Setting expectations/objectives: The 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders mentions that school Principals are responsible for developing and communicating a shared vision, mission, and goals within the school. They also set expectations for performance and inform stakeholders using data for decision-making. The School System Regulation mentions that the school principal or its first teacher is responsible for implementing all regulations, orders, laws, and instructions issued by the Ministry of Education (art.1) and must provide a comprehensive report every three months indicating the proficiency level of each teacher in the school and the success rate of the school. The report should include any necessary changes to ensure the school's success based on the principal's investigations and experiences (art.9).
Developing teaching and learning: According to Article 5A of the 2007 Job Description and Classification for Government Schools No.5, the school principal's responsibilities encompass various aspects related to effective teaching and professional development. They distribute prescribed topics to teachers, taking into account their specialities, capabilities, and the needs of the educational program. Additionally, they supervise the preparation of the lesson arrangement program at the beginning of the academic year.
In terms of teacher management, principals diligently monitor teachers' working hours, meticulously document any absences and delays, and ensure compliance with relevant laws and regulations. They also oversee teachers' lesson plans, conduct classroom visits for observation, and evaluate their performance based on specified assessment forms. Recognizing the importance of continuous professional development, principals play an active role in identifying training needs among teachers, suggesting appropriate programs, and facilitating their enrollment. Moreover, principals provide guidance and support to new teachers, assisting them in understanding their responsibilities and encouraging their participation in meetings and training courses. They are also responsible for providing the organizational structure, developing a school building facilities plan, and implementing informative signs. Principals also prepare an annual plan that encompasses all areas of school operations, taking into account factors such as students, teachers, curriculum, exams and tests, qualification and supervision, educational guidance, school facilities, activities, the local community, and the scholastic environment.
In addition to these administrative tasks, principals ensure the provision of necessary school requirements and supplies for effective education. They oversee the administrative work of the school's Administrative Board, ensuring that books, curricula, and teacher's guides are up-to-date and accessible to all beneficiaries. Principals also develop emergency and crisis plans to ensure preparedness and an appropriate response in challenging situations.
In addition, the principal supervises the school library, providing support and relevant resources such as books, periodicals, and magazines suitable for the educational stage. The principal oversees the activities held by the library, including exhibition seminars, and strives to incorporate modern educational technologies when possible. They review periodic reports prepared by the librarian and submit them to the Directorate of Education. Similarly, the principal supervises the school's science laboratories, ensuring they are equipped with the necessary supplies and materials for conducting experiments. They also oversee the computer lab, ensuring equipment readiness and the laboratory technician's adherence to maintenance practices. The principal inspects the school facilities and equipment, maintaining their cleanliness, safety, and appearance. They establish health and safety committees, as well as civil defence measures, and provide necessary tools for maintaining safety in the school premises. Additionally, the principal takes measures to uphold the school's aesthetic appearance, including the grounds, gardens, and facilities. They supervise the work of the educational counselor, reviewing records and periodic reports, and sharing them with the Directorate of Education. Addressing student problems and providing guidance materials to students and school staff are also part of their responsibilities.
Additionally, the principal is involved in accepting students in different educational stages and facilitating transfers according to the applicable principles. They supervise students' adherence to regular working hours and maintain attendance records. Moreover, the principal pays special attention to kindergartens and students with special needs, collaborating with teachers and educational counselors to develop remedial plans and programs that enhance their level of achievement. They also prioritize the needs of gifted students by providing them with specialized programs. Furthermore, the principal plays an active role in implementing education acceleration programs for exceptional students within the school. Ensuring discipline among students is another responsibility, as the principal enforces school discipline instructions and collaborates with educational counselors to establish specific procedures for addressing undesirable behavior. They supervise the development of examination programs, arrange examination halls, and oversee the examination process. Analyzing examination results, identifying student weaknesses, and collaborating with teachers and educational counselors to devise improvement programs are also part of their duties. The principal actively participates in implementing procedures related to general secondary exams. They establish and activate school councils, overseeing their meetings and ensuring the fulfillment of individual responsibilities
Promoting collaboration: According to Article 5A of the 2007 Job Description and Classification for Government Schools No.5 which outlines the responsibilities of principals, Collaboration with the Planning Department at the Directorate of Education is crucial as principals engage in discussions regarding the annual school formation plan. This collaborative process involves considering factors such as student acceptance, row organization, and determining the necessary educational and administrative centers required for a seamless educational process. They provide the Directorate of Education with feedback from teachers on the curriculum's suitability for the educational stage and the quality of textbooks, ensuring they are free from typographical errors.
Furthermore, principals hold meetings to inform the administrative and educational bodies about developments, directives, and instructions from the Ministry of Education. They oversee various aspects such as student discipline, examination procedures, analyzing examination results, establishing and activating school councils, supervising the school library and laboratories, maintaining the school's facilities, promoting extracurricular activities, fostering relationships with parents and the local community, and evaluating the performance of school staff, ultimately contributing to the achievement of the school's goals. The principal invites parents to observe their children's progress, providing feedback on behavior and academic performance, and addressing any challenges they may face.
The principal convenes meetings with the administrative and educational bodies to communicate developments, directives, and examination-related requirements for all educational stages. By actively fulfilling these responsibilities, principals create a positive and conducive learning environment, ensure the safety and well-being of students, and foster effective collaboration between the school, families, and the community.
Supporting staff development: According to the 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders, promoting professional development among teachers is a key responsibility for principals. They actively monitor teachers' professional development needs and provide personalized support and mentoring opportunities to foster their growth. The principal cooperates with educational supervisors, facilitates their tasks, and implements their recommendations and directives, proactively inviting the supervisor when necessary. They also maintain a cooperative relationship with educational supervisors, easing their tasks and implementing their recommendations and directives. When necessary, principals take the initiative to invite supervisors to collaborate on specific matters.
The 2018-2022 Education Strategic Plan highlights that “the work of school principals is primarily focused on managing the school environment and administrative procedures rather than on supporting teachers and enhancing their competencies”.
Acting in accordance with the ethical principles of the profession: The School System Regulation states that every principal should always adopt a serious and dignified approach, so that their words are respected, and their judgments are effective. The principal should be concerned with using all the means that lead the students to good behavior, truthfulness, frankness, fulfilling duties, respecting others, and displaying emotions of honor and sincerity in speech and action (art.5). The 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders, mentions that principals are expected to act in accordance with ethical principles such as integrity, respect, trust, fairness, transparency, and honesty.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Article 5A of the 2007 Job Description and Classification for Government Schools No.5 states that the requirements for the position of school principal (basic - secondary) shall be determined as follows: possession of a first university degree, along with an educational qualification that entails a minimum period of study of one year; a minimum of five years of experience in the field of education; and a grade not lower than the fifth grade.
According to the 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders, there is a requirement for specific qualifications for school leaders and knowledge needed for educational achievement in Arabic, curriculum development, assessment, improving performance and the quality of education.
According to the 2018-2022 Education Strategic Plan, the current career progression system in education does not prioritize the most qualified or experienced teachers for leadership roles. Instead, it tends to reward tenure over merit. Therefore, it recommends an inclusive system for licensing teachers and educational leaders professionally that outlines a transparent career pathway for educators, linking performance with incentives, and aligning performance appraisal methods accordingly.
Appointment decision
The 2015 SABER Country Report highlights that the hiring of teachers and non-teaching staff is heavily centralized. This means that recruitment and initial appointments are done centrally, in coordination with the civil service. Once hired, staff may be assigned to different locations, a process managed by both the Ministry of Education (MoE) and regional Directorates of Education. The selection and assessment of school principals are also managed by the Directorates of Education. Decisions about the selection.
Employment equity measures
The 2018-2022 Education Strategic Plan aims to prioritize interventions that include preventing gender-based discrimination, increasing the representation and capacity of women in leadership roles within the Ministry of Education (MoE) and its field directorates, implementing gender equality strategies, with ongoing monitoring and annual reporting.
One of the Strategic Objectives in the 2022 Public Sector Modernization Roadmap is “promoting the role of women and their participation in various government departments and institutions and increasing the percentage of women occupying leadership positions in the public sector.”
Working conditions
According to the 2015 SABER Country Report all teaching and non-teaching staff have civil servant status.
2.3. Leadership preparation and training
Pre-service training
The 2018-2022 Education Strategic Plan aimed to establish a system for licensing educational leaders and a professional development curriculum focused on leadership in change, education, and community engagement. The combination of the licensing system with professional development “aims to enhance their capacity to focus on the technical aspects of educational development, ultimately improving student performance”.
Induction and in-service training
The 2018-2022 Education Strategic Plan included continuous professional development (CPD) for educational leaders as a target and the adoption of the CPD framework for educational leaders.
3. Teachers, parents and students
3.1. School management committees and boards
The 2015 SABER Country Report refers to the 2014 Instructions of School Councils of School Cluster and Education Development Council in the Directorates of Education which highlights that Educational Councils are established to serve school clusters, which consist of kindergarten, primary, and secondary schools. Each region organizes its schools into clusters, with each cluster having its own Educational Council. The council comprises the principals of the schools within the cluster, an elected education councilor, three elected local community members, presidents of students' parliamentary councils within the cluster, three to five members of Parent-Teacher Councils from the cluster schools, and a rapporteur, who is typically the principal of the central school in the cluster. The Educational Council has a say in adopting school budget items and may assist in planning and executing school activities, as well as organizing community volunteers. Members serve two-year terms, and the council elects a president and vice-president from among the school principals in the cluster. Community members and the education councilor are nominated and elected by participating school principals based on criteria provided by the Directorate of Education.
Article 5A of the 2007 Job Description and Classification for Government Schools No.5 mentions that the duties and responsibilities of the school principal include undertaking the collection, depositing, and spending of funds by the financial regulations and instructions. This task is performed with the assistance of the school supplies custodian, the assistant, and the teachers as available. The principal also supervises the preparation of lists for exemption from school donations, making appropriate decisions in consultation with the Finance Committee. These decisions are then documented with the committee members' signatures on the lists, which are kept in special files.
3.2. Middle leaders
Middle leaders play a significant role in the education system. According to Article 9 of the 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders, teacher leaders are exceptional performers who lead professional development within their school and extend their influence to other schools. They act as coaches and mentors to support the growth of their colleagues. Teacher leaders are actively involved in initiatives at the governorate and potentially at the Kingdom level. To qualify as a teacher leader, individuals must meet the general and subject-specific criteria at Level 4. They are expected to demonstrate strong involvement in school-related activities, contribute to the professional development of colleagues, and exhibit leadership qualities. Teacher leaders are recognized for their achievements, innovations, and educational projects as outlined in the instructions of the ranks system. Their role is crucial in driving improvement and fostering teacher growth in schools. Teachers are assigned additional formal responsibilities as "Subject Coordinator". The responsibilities of a Subject Coordinator include coordinating between subject teachers and the school administration, contributing suggestions regarding the distribution of teaching sessions among subject teachers, monitoring daily and semester planning for subject teachers, arranging reciprocal visits between subject teachers, assisting new teachers in understanding their rights and duties, monitoring the completion of the curriculum, overseeing the implementation of remedial plans, organizing training courses and workshops, and holding regular meetings with subject teachers to monitor all educational matters. These responsibilities indicate the additional responsibilities and leadership roles held by middle leaders in coordinating and supporting subject-specific teaching and learning within the school.
3.3. Parents
The 2015 SABER Country Report highlights the establishment of Parent-Teacher Councils in schools, adhering to guidelines outlined in the 2007 Instructions for Parent-Teacher Councils. These councils typically include the school principal, three teachers, and three elected parents chosen by a general assembly. Their primary role is to offer advice and support to school principals, rather than engage in budget planning or financial oversight due to the absence of specific guidelines for these tasks. Parent-Teacher Councils also participate in organizing school activities and can arrange lectures on health and education topics, inviting community members to contribute. Council members are elected through established procedures and serve one-year terms, as per the guidelines.
The specific objectives outlined in the 2018-2022 Education Strategic Plan aim to increase the involvement of teacher councils and parents in schools by actively engaging them in various aspects of school life to “ Raise the percentage of schools that actively engage teacher councils and parents to disseminate the culture of co-operation and voluntary work at school and local community ”. This includes promoting a culture of cooperation and voluntary work within schools and local communities. The objective is to encourage collaboration among teachers and parents, emphasizing the value of working together towards common goals: “Initiatives can also be launched to build stronger relationships between families and schools, such as holding meetings with parents, and organizing open days for parents. Additionally, campaigns can be promoted in the media and through government information centers to raise awareness among parents and the community about the importance of the parent-teacher committees ”.
Through the education counselor, counseling and guidance services are extended to parents through individual and group meetings, as well as home visits. The educational counselor plays a role in enhancing students' motivation for academic achievement, collaborating with the administrative and educational staff and parents. This includes planning and coordinating meetings between parents and the educational staff under the supervision of the school principal. The counselor also conducts home visits in coordination with parents when necessary. Educational and guidance bulletins are prepared for teachers, students, and parents to provide valuable information.
The 2018-2022 Education Strategic Plan also seeks to support local educational councils in monitoring and implementing school development plans. By strengthening the capacity of these councils and providing them with the necessary resources, the plan aims to ensure effective follow-up on school improvement initiatives.
3.4. Students
The 2017 Disciplinary Guide for Students in Government and Private Schools No.5 refers to a “Parliamentarian Student Body” that can represent students in the Disciplinary Committee (art.4).
The 2018-2022 Education Strategic Plan has objectives to develop the legislation governing Student Parliamentary Councils and their operational procedures. The plan also emphasizes the activation of student parliamentary councils across schools, with a specific target for increasing the percentage of schools with active councils.
4. Governance
4.1. Autonomy of school leaders
The 2015 SABER Country Report mentions that teachers are hired and dismissed at the central level in coordination with the civil service. However, they are managed by the regional Directorate of Education. The School System Regulation however states that the school principal has full authority to hire and dismiss staff, including cutting salaries. In the case of dismissal, the principal must write to the General Directorate explaining the justifications for such action (art.29).
While part of the operational budget is prepared and managed by the school principal, it is approved by the regional Directorate of Education and then submitted to the Ministry of Education (MoE) who supplies the budget for schools and manages some items. Schools can raise additional funds. Article 5A of the 2007 Job Description and Classification for Government Schools No.5 mentions that the principal is responsible for maintaining lists of school donations for repeat students in the second year of secondary school, as well as lists of fees for benefiting from school facilities. Furthermore, the principal presides over a special meeting with the teaching and administrative staff to prepare and approve the school budget. This budget takes into account the necessary needs and priorities of the school, by the school donations system. Once approved, the principal ensures its implementation during the school year under his supervision, with the budget subsequently approved by the Director of Education.
Moreover, the principal's primary responsibilities include fundraising, depositing, spending, organizing records and budgets, and distributing profits in partnership with other individuals assigned to such tasks in the school. Finally, the principal keeps various financial records, such as the cash book, the file of exchange documents, official receipts (both new and used), records of licenses and official contracts, lists of exemptions, lists of school donations, guarantees, and other relevant financial documents.
4.2. Assessment and accountability of school leaders
According to the 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders, educational supervisors assist school principals in self-assessment and professional growth planning, utilizing various supervisory activities to aid in their development. They participate in the annual evaluation of school principals and serve as evaluators in committees for teacher certification, licensing, and evaluation. However, they do not assess individuals they have supervised or mentored.
The 2018-2022 Education Strategic Plan mentions that the Education Quality and Accountability Unit (EQAU), established in March 2016, operates under the direct affiliation of the Ministry of Education (MOE). The primary objective of EQAU is to enhance and advance the educational system in public schools based on predefined criteria and indicators. Currently, its scope of responsibility encompasses ensuring accountability in public schools. In the future, it will extend to include private schools, kindergartens, and higher administrative levels such as the Directorates of Education. Accountability must be implemented at the ministry's central level, necessitating the independence of the unit. The aim is to “Implement a system of accountability at all administrative levels in the Ministry of Education” which includes school leaders at all levels.
The 2017 Disciplinary Guide for Students in Government and Private Schools No.5 states that school principals should be assessed based on their leadership skills, instructional leadership, and ability to create a positive school culture. They should also be evaluated on their effectiveness in managing resources, promoting student achievement, and fostering collaboration among staff members. Multiple measures should be used to assess principals, including student performance data, teacher evaluations, and feedback from stakeholders.
4.3. Teacher assessment by school leaders
According to the 2020 Executive Guide for Evaluation Methodology and Tools for Teachers and Educational Leaders, school principals are responsible for conducting periodic evaluations of teachers to ensure quality teaching and provide feedback. They work with department heads to implement evaluation policies, coordinate with educational supervisors, and support teachers' professional growth. Continuous evaluations aim to assist teachers in improving their performance, while annual evaluations, part of the civil service system, ensure accountability and progression in the salary scale. Attaining a rating of "good" or higher is crucial for teachers' advancement within the rank system.
The 2017 Disciplinary Guide for Students in Government and Private Schools No.5 states that principals have several duties when it comes to assessing teachers. They are responsible for observing and evaluating teachers' performance in the classroom. This includes assessing their instructional methods, classroom management skills, and ability to meet curriculum objectives. Principals are also expected to provide feedback and support to help teachers improve their teaching practices.
This profile was reviewed by Aieman Al-Omari, Faculty member at the Hashemite University.
