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 Ministerial Decision No. 182 regarding the procedures, additional conditions, and rules for filling supervision positions in the Ministry of Education refers to the term “general director” in several bodies including schools.
The Ministry of Education Website refers to the term “school principal” in Law No. 28 of 2011 concerning Granting of Allowances and Bonuses to the Members of the Ministry of Education.
The 1990 Guideline for Academic Occupation states that principals “manage and supervise the administrative departments” under the direct supervision of the district supervisor.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Ministry of Education in the 1995 School Working Guide defined the general skills necessary for a school principal as comprising ‘leadership, human feelings, educational thought, model, democratic and flexible in dealing with others, broad-mindedness, decision-making, brother and a friend to his colleagues and, finally, capable of innovation’.
The 2021 Code of Conduct Circular No.2 provides general guidelines for public servants and defines the general roles for those who have leadership positions; however, it does not refer specifically to school principals.
The 2008 Guideline for Successful Highschool Principals is a comprehensive guide, prepared by an experienced education inspector with a rich background in school leadership. Within its pages, it meticulously outlines the multifaceted responsibilities of principals across the academic calendar. These responsibilities are neatly categorized into pivotal domains: planning, organization, inspection, and leadership. While the guidelines offer valuable insights, their lack of official status prevents them from being viewed as an official policy.
A 2012 Thesis regarding Leadership Practices of Kuwaiti Secondary School Principals for Embedding ICT refers to the 1990 Guideline for Academic Occupation published by the Ministry of Education which outlines the roles and duties of school principals.
Roles
Setting expectations/objectives: The 2008 Guideline for Successful Highschool Principals highlights the principal’s role in strategic, technical, and executive planning to formulate and achieve clear objectives aligned with the policies of the Ministry of Education. They are to develop a school plan at the start of the school year. The school principal is to also organize the school and solve any arising issues.
The 1990 Guideline for Academic Occupation mentions that school principals are to formulate school plans.
Developing teaching and learning: The 2008 Guideline for Successful Highschool Principals mentions that school principals are to support student learning, uses student achievement and progress as benchmark to improve the academic level in the school and follows up on the examination procedures.
Promoting collaboration: The 2008 Guideline for Successful Highschool Principals emphasizes the principal’s role in meeting with parents and following up on school maintenance. The principal is to form various school committees and hold school council meetings on regular basis. They are also responsible for the organization and participation in educational exhibitions and competitions at the regional and ministry levels and for participating in the development and innovation of the education sector. The guideline describes their duty to collaborate with educational authorities and to actively to procure what the school needs such as computers. This involves using all available means to be in contact with the relevant authority, whether in writing, phone calls, or meetings.
Supporting staff development: The principal is to provide “technical follow-up to teachers and school staff” as well as invest in their potential and ensure their professional development. The 2008 Guideline for Successful Highschool Principals states that principals are to give feedback to teachers.
Acting in accordance with the ethical principles of the profession: The 2008 Guideline for Successful Highschool Principals mentions that school principals are obliged to adhere to the laws and regulations of the Ministry of Education and to hold the highest ethical standards when dealing with staff, students, partners, and other stakeholders.
The 2021 Code of Conduct Circular No.2 provides guidelines to support public employees at all levels in upholding the highest ethical principles but does not specifically refer to school principals.
Others: No information has been found.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Article 4 of the 1975 Civil Service Law and Regulations No.15 provides explicit guidelines for civil servant positions. It mandates that these positions necessitate a specific level of education that is in harmony with the nature of the job under consideration. The authority to ascertain the exact educational prerequisites that match the job description lies with the Civil Service Council. In addition to that, the Council possesses the discretion to consider individuals who not only meet the educational requirements but have also accrued a substantial amount of practical experience in the relevant field or have completed pertinent training programmes. The educational requirements for school principals have evolved over time. In the past, diplomas were sufficient, but now a bachelor's degree is typically required. While many older principals with diplomas have retired, there may still be a few in schools.
Appointment decision
The 2019 Ministerial Decision No. 182 regarding the procedures, additional conditions, and rules for filling supervisory positions in the Ministry of Education establishes a comprehensive and centralized procedure for the validation of the appointment of school principals within the Ministry of Education (art.2). The process begins with the publication of the school principal job offer by the Assistant of the Undersecretary, following approval from the Undersecretary of Education. This job offer is then made readily accessible online to reach a wide audience. Subsequently, the Ministry's human resource department meticulously screens and registers all applications received in response to the job offer. These applications are then forwarded to an interview commission, which plays a pivotal role in the selection process. This interview commission is chaired by the Assistant of the Undersecretary of Education and includes the Educational Affairs Secretary as a member. The commission conducts rigorous interviews to assess the suitability of candidates for the school principal position. Once the interview process is completed, the interview commission collaboratively chooses the most qualified candidate for the role. This selected candidate is then notified of their appointment by the Ministry of Education's Human Resource Department. The procedure ensures a systematic and thorough approach to validate school principal appointments, thereby maintaining the integrity of the process.
Employment equity measures
In 2011, the Civil Service Council stated that the increases for expatriate teachers would be on the table of the next Civil Service Council meeting soon and it will be decided whether the increases that were approved in a previous session will continue or will they be amended with an increase.
Working conditions
The 2019 Ministerial Decision No. 182 regarding the procedures, additional conditions, and rules for filling leadership positions in the Ministry of Education states that it is based on the 1979 Civil Service Law No.15 which alludes that School Principals have civil service contracts.
In 2011, the Civil Service Council increased salaries for school principals, general directors of educational districts, directors of the coordination office, and directors of special education to a salary of 300 KWD per month and 3600 KWD per year. The Council approved the incentive reward by linking it to the academic qualification, amounting to 400 dinars for doctoral holders and 200 dinars for master’s holders, which any teacher who holds the degree will receive, in addition to the stipulated job level reward. The bonus for personnel who receive top performance ratings has been adjusted to 1500 KD (approx. US$4,965) per year.
In 2024, the compensation package for a school principal upon appointment starts with a base salary of $1,915 (580 KWD). The supervision allowance stands at 400 KWD ($1,300 USD), while the guidance allowance adds another 150 KWD ($480) to their income. The social status allowance, ranging from 268 KWD to 368 KWD, equates to roughly $875 USD to $1,200 USD.. Furthermore, there's a cost of living allowance, providing $395 USD (120 KWD) for Kuwaiti nationals and $165 USD (50 KWD) for non-Kuwaitis.
The principal receives bonuses linked to familial responsibilities, with additional allowances ranging from $165 USD (50 KWD) to $395 USD (100 KWD) according to the number of children they have, and a special raise for children with disabilities. Those who pursue advanced studies are duly rewarded, with a bonus of $245 (75 KWD) for master's degrees and $330 USD (100 KWD) for Ph.D. holders. When all these elements are combined, the total compensation package can soar well beyond $7,750 USD (2,500 KWD).
2.3. Leadership preparation and training
Pre-service training
The 1982 Decree-Law No. 63/82 was issued to establish the General Authority for Applied Education and Training. The primary purpose of establishing the Authority, as stated in Article 2 of the law, was to "provide and develop the national workforce to address deficiencies in technical labor and meet the development needs of the country", but no information has been found on school principals.
The 2006 Emiri Decree No.308 established the National Center for Educational Development to be an independent national center to create an effective educational system, but no specific information has been found on school principals.
The Kuwait MOE (2010) resolution on training courses indicated provision of a series of preparation workshops for suitable applicants which studied concepts of educational leadership and prepared them to: learn to develop a strategic plan for the school; evaluate professional competence of school principals in terms of total quality; learn how to manage the school activities; understand the importance of developing communication skills; learn the evaluation process of school staff and teachers; learn how to write formal school reports; and learn the main concepts of educational law for their job.
Induction and in-service training
The Development and Training Department of the Ministry of Education has published the 2023-2024 Administrative Training Programmes Plan demonstrates short-term training courses and a detailed description of the content, duration, and type of beneficiaries. It includes in-service training “Educational Leadership and Management Programme” for Senior School Management including School Principals. The programme aims to introduce participants to the concept of leadership, its characteristics, various scientific theories of leadership, and leadership models. It also focuses on how to become an effective leader during periods of change, the responsibilities of a successful leader, and the five practices of exemplary leadership. Other training programmes available to school principals include: Effective Leadership Building, Conflict Management, Time Management, Speaking Skills, Certified Supervision, Educational and Strategic Planning, Creative Leadership, Institutional Excellence, Sustainable development to overcome crises, Leadership skills in crisis management, and Administrative systems and regulations.
To assist in the training progammes included in the 2023-2024 Administrative Training Programmes Plan, the School Principal needs to fill the Nomination Form for Civil Servants at least one month before the starting date.
The 2023-2024 Administrative Training Programmes Plan includes in-service leadership training that are available for Middle Management (department manager - general supervisor – controller). The objective of the training course is to acquaint participants with the principles and rules of protocol and its applications in the field of public relations. It aims to familiarize them with the etiquette of receiving and bidding farewell to visitors at both official and unofficial events, and to enhance their behavioral skills in terms of greetings, introductions, and interpersonal etiquette. Additionally, the course aims to equip trainees with the essential guidelines for the success of public relations strategies and the art of dealing with prominent figures.
The 2021-2025 World Bank Country Engagement Framework reports the implementation of the School Management and Leadership Programme in 370 primary, intermediate, and secondary schools. Additionally, it highlights the training of over 10,000 professionals in utilizing the School Improvement Framework (SIF) to enhance effective school leadership.
3. Teachers, parents and students
3.1. School management committees and boards
The 2008 Guideline for Successful Highschool Principals refers to the School Management Committee and which is presided by the school principal and includes the vice-principal, head of departments, social researcher, educational researcher, and head of the management department as members. The committee develops the school plan and policies, allocates duties to employees, and actively resolves recurrent challenges in weekly meetings.
The Ministry of Education Website refers to school councils but does not specify its roles and composition.
3.2. Middle leaders
The Ministry of Education Website refers to the general standards for teachers which include dealing with parents, development, continuous communication and cooperation with the members of the school environment, active participation in school activities, and providing constructive advice to improve the school.
3.3. Parents
The 2008 Guideline for Successful Highschool Principals refers to the parents committee that aims to strengthen the connection between parents and teachers, increase cooperation between the house and the school, raise awareness of parents and include them in activities and projects.
3.4. Students
The 2008 Guideline for Successful Highschool Principals refers to the student council, managed by the Social Service Office, which consists of democratically elected students. It aims to provide students with a space that encourages them to express themselves, form responsible opinions, strengthen the relations between students and the administrations, cultivate the student’s personalities, and activate the roles of students as leaders.
4. Governance
4.1. Autonomy of school leaders
The 2008 Guideline for Successful Highschool Principals mentions that principals are to supervise the application of the curriculum, continuously verify the school budget, and follow up on school expenditures with the relevant authorities in education. The guideline highlights that the school principal does not have the authority to hire or dismiss any employee, but has the ability to allocate appropriate tasks.
4.2. Assessment and accountability of school leaders
The 2015/2016 - 2019/2020 Kuwait National Mid-range Development Plan states that in 2020 the National Centre for Education Development focused on the strategic direction of "better aligning the education system with a competitive economy" by aiming to "improve standards for learning in Kuwait for teachers, curricula, and management". The project's key objectives encompasses the enhancement of administrative management and the implementation of monitoring and evaluation functions in specific schools.
4.3. Teacher assessment by school leaders
The 2008 Guideline for Successful Highschool Principals mentions that school principals are to observe classes to asses teachers' level and their teaching practices, prepare a report on the observation, and provide a copy to the teacher if requested. After the report, principals are to meet with teachers to provide them with feedback and support. Principals in collaboration with school supervisors report to the education inspector on the administrative and education staff.
Article 14-18 of the 1975 Civil Service Law and Regulations No.15 pertain to the assessment of employee efficiency in a civil service context. Article 14 specifies that direct managers must annually evaluate their employees, assigning ratings such as "excellent," "very good," "good," or "poor," with final reports sent to a committee in cases of weak ratings. “If there is no superior for the direct manager, the report shall be presented to a committee. The Civil Service Council is to estimate the degree of efficiency, and the reports are considered final, except for efficiency reports with a weak rating”. The Civil Service Council establishes evaluation rules and timelines, which may differ from the standard calendar for certain roles. Article 16 outlines the process for addressing weak ratings, including the right to file a grievance before the Personnel Affairs Committee. Article 17 states that two consecutive weak ratings result in potential penalties, except dismissal, decided by the Undersecretary. Article 18 details the consequences of a weak rating, including the deprivation of periodic bonuses and promotions until performance improves, with reports on grievance outcomes provided to the employee. These articles do not specifically address the assessment of school principals or educational personnel in the context of the education system. School principals, even though they may be considered civil servants, may have their own specific evaluation and accountability procedures that are governed by education laws, policies, or regulations rather than general civil service laws.
This profile was reviewed by Dr Ayeshah Alazmi, Associate Professor at the Department of Educational Planning and Administration, Kuwait University, and Dr Mohammed Alsharija, Director of the Gulf Arab States Educational Research Centre (GASERC).
