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 http://77.42.251.205/Law.aspx?lawId=2064751968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193 defines a “director” or “principal” as “the overall head of all the staff in the school, without exception, within the school's jurisdiction” (art.6).
The 2012 Decree on the Special Conditions for Appointing Directors of Public Schools and Official Vocational and Technical Institutes No.8588 refers to the term "مدير," which means “director” or “principal.” On the other hand, the 2022 Continuous Professional Development for School Principals refers to school principals as “school leaders.”
Article 13 of the 1968 Internal Regulations for Public Primary and Complementary Schools No.820 states that administration is the assignment of one of the education employees to manage the affairs of a specific school, not a permanent appointment that inherently grants the occupant this status. The person in charge of the school “المسؤول عن المدرسة” is a “director,” if the school has at least five teachers other than him, a senior teacher, if the school has fewer than this number, or a teacher if the school has only one teacher.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2021-2025 General Education Plan intends to develop a school principal competency framework and effective school standards in cooperation with the Centre for Educational Research and Development (CERD) and the Ministry of Education and Higher Education (MEHE).
The 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages was developed in collaboration with a significant number of educational experts from the General Directorate of Education and the Centre for Educational Research and Development (CERD). This last is a public institution established by the 1971 Decree No.2356, directly linked to the Minister of Education and Higher Education, that exercises guardianship authority over it.
The reference framework emphasizes that the competencies framework for school principals in all pre-university academic stages is part of a broader initiative to address educational administration and development. This initiative was adopted by the Centre for Educational Research and Development (CERD), which aligns with the guidelines issued by the Center and the Ministry of Education and Higher Education. The document underscores that the framework’s objective is to establish a cohesive and unified vision through collaborative efforts involving various stakeholders in the education sector. It functions as a dynamic document and a comprehensive, legal, administrative, and organizational reference. The framework serves as a foundational cornerstone for structuring training modules, facilitating professional development, and streamlining the assessment process for prospective school management candidates. Moreover, it plays a pivotal role in contributing to the realization of Sustainable Development Goals by fostering the preparation and ongoing enhancement of school principals at all pre-university education levels.
After establishing the reference framework for the competencies of school principals, the Educational Management Department at the Educational Research and Development Center proceeded to create a comprehensive publication titled The 2022 Continuous Professional Development for School Principals. This publication emerged through collaboration, signifying a cooperative initiative between the Training Project Committee and the Educational Management Project Committee, functioning within the Educational Management Department. Divided into three primary sections, the book delves into a qualitative research study named "The School Principal and School Management," offering a thorough examination of the duties, responsibilities, practices, and performance standards associated with school management. The subsequent section employs quantitative analysis to pinpoint various training methodologies for school managers, culminating in the identification of seven distinct approaches. The concluding part delineates the suggested framework for a training programme tailored to school managers in Lebanon.
The Centre for Educational Research and Development (CERD) also published several Competency Frameworks addressed to different levels of the education institution. Currently, there are ten frameworks outlined for various educational roles and responsibilities. They cover a range of competencies, addressing managerial roles in different educational stages, supervisory responsibilities, the competencies of school principals, library manager roles, coordination responsibilities, community partnerships, academic accreditation standards, competencies of technical managers at resource centers, and continuous professional development for school principals. Each framework is a comprehensive guide outlining the specific competencies and standards associated with the respective educational roles.
Roles
Setting expectations/objectives: The principal is responsible for the overall organization and technical management of teaching, as well as the distribution of tasks among staff based on their competencies. This contributes to developing and communicating a shared vision and goals within the school (art.16.3 of the 1962 Internal Regulations of Secondary Schools Law No.350). The 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages affirms that the school principal reviews all administrative processes and operations, balances the requirements of the school's work with the individual requirements of the educational and administrative staff, distributes tasks according to their capabilities and competencies, and applies alternatives to preserve the school's values.
The school director in a vocational and technical school takes the initiatives required for the public interest within the limits of prevailing laws and regulations. The director provides necessary guidance and orders to employees, respecting administrative hierarchy. Inspection tours of various school departments and staff fall under the director’s responsibility (art.6 of the 1968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193).
Developing teaching and learning: The principal is tasked with overseeing the technical organization of teaching, ensuring the curriculum's planning, coordination, and evaluation. Another task is to align teaching resources with teaching objectives (art.16.3, the 1962 Internal Regulations of Secondary Schools Law No.350).
The 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages states that the school principal has to review all educational processes and operations, which involves assessing the alignment of educational plans and monitoring the suitability of teaching methods and assessment mechanisms with the value system.
Promoting collaboration: The school principal assists in organizing, monitoring activities, and controlling records, inspections, and examinations by appointing one or more supervisors (art.18, 1962 Internal Regulations of Secondary Schools Law No.350).
The school principal is mandated to publicly announce key information before the start of the academic year, prominently displaying it in each classroom. The announced information includes 1) the annual curriculum for academic subjects, 2) the weekly lesson schedule, 3) a roster containing the names of students in each class, and 4) the names of the prescribed textbooks. This communication ensures transparency and accessibility of essential information for students and educators. Additionally, the school principal is required to submit copies of these schedules to the Directorate of Secondary Education, maintaining a channel of communication with the educational authorities. By disseminating these pieces of information, the article aims to provide clarity and a structured framework for the educational process, fostering an organized and informed learning environment (art.23, 1962 Internal Regulations of Secondary Schools Law No.350).
Teachers are required to work collaboratively with the principal, organize a semester schedule, distribute the curriculum subjects for their class, post one copy prominently in the classroom, and keep the second copy with the principal to ensure completion of the annual curriculum (art.24, 1962 Internal Regulations of Secondary Schools Law No.350).
The school director is accountable for strengthening the school's relationships with students' parents, official authorities, and private entities within the school's area. In general, the director oversees the school affairs and ensures smooth operations. They submit an annual report on the school activities to the Director of Vocational and Technical Education each year by the end of July. Collaborating with heads of theoretical and practical lessons, the director organizes and promotes semester exams at the school. In cooperation with the head of practical lessons, they organize the summer training for the students (art.6, 1968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193).
The 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages mentions that a school principal's competency includes promoting a culture of citizenship within the entire school community. This involves organizing seminars and meetings to enhance national identity among all school community components, integrating national loyalty into school activities, providing training programmes on accepting others for all school community members, arranging visits to historical and cultural sites, and celebrating national events and official holidays.
The 2022 Continuous Professional Development for School Principals mentions that the principal’s role includes supporting the school alumni and neighboring schools, working on the success of open day projects, and developing a comprehensive plan for school activity projects at both classroom and school levels, relating to curriculum service, talent development, and learner capabilities. The school principal is also responsible for communicating with parents and school partners, ensuring the quality of the school's relationships with students' parents and all partners in the educational process. They contribute to child protection by collaborating with relevant authorities in the educational field. The school principal works to build strong communication bridges, allowing parents to understand the education process and actively participate in developing their children's learning experience.
Moreover, the school principal ensures the effective receipt of important information by parents and seeks mutual understanding and problem-solving between both parties. The school principal serves as the educational institution's representative to the municipality, particularly in defining and managing educational policies and programmes for academic success. The principal may be invited to participate in committees or working groups related to public safety and prevention policies. If the municipality appoints a coordinator or consultant for extracurricular activities, the school principal presents the school's project to enhance the integration of these activities with the municipal council's project and the school's project. The principal aims to strengthen ties with the local community, involving parents, municipal representatives, and neighboring schools in the school's educational endeavors.
Supporting staff development: The principal monitors the professional development needs of teachers and provides support through activities such as continuous evaluations, ensuring attendance, and addressing individualized needs such as mentoring opportunities (art 16.4 & 16.5, 1962 Internal Regulations of Secondary Schools Law No.350).
The 2022 Continuous Professional Development for School Principals highlights that school leaders are tasked with developing teaching practices that align with building competencies, capabilities, attitudes, and higher-order thinking skills rather than solely emphasizing knowledge retention. Therefore, the principal's central role in school development includes professional development for teachers, improvement of learning outcomes, and collaboration among school councils.
Acting in accordance with the ethical principles of the profession: The 2021 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages and the 1962 Internal Regulations of Secondary Schools Law No.350) emphasize the ethical responsibilities of school principals. These include maintaining privacy, ensuring information security, making fair decisions, and demonstrating ethical behavior. The reference framework outlines a general set of principles, while the law provides specific guidelines for managing staff, reporting incidents, and handling leave. These documents provide a comprehensive framework for ethical conduct as a school principal.
Others: The 2022 Continuous Professional Development for School Principals emphasizes that the principal's role is crucial in overseeing, organizing, planning, and managing both educational and administrative aspects of the school. It identifies key elements of the principal's role, such as school climate, teaching practices, effective leadership, improving learning outcomes, school evaluation, and active school leadership, all of which contribute to educational development. The role of a school principal encompasses various responsibilities, ranging from being a "communication officer" and "supervisor" to roles such as "information disseminator," "official spokesperson," "entrepreneur," and "negotiator" in educational activities, particularly those with administrative and social implications within the broader educational institution.
The 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages emphasizes a culture of compliance within educational institutions. Principals must adhere to ministry guidelines, institutional references, and internal regulations. This includes efficient time management, fair stakeholder treatment, and professional ethics. The framework also promotes a culture of compliance among the entire school community, encouraging adherence to regulations and proactive engagement with staff.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Degree requirements and prior teaching experience: To qualify for the role of a secondary school principal, candidates must be current secondary education teachers, according to the 1962 Internal Regulations of Secondary Schools Law No.350. The selection process prioritizes individuals holding specific certificates or the official equivalents, with precedence given in the following order: a. Doctorate, b. Competence, c. Educational qualification, d. University degree, e. College certificate. Moreover, candidates are expected to have at least five years of teaching experience in secondary classes after obtaining one of the mentioned certificates. This experience is pivotal, as it showcases the candidate's demonstrated competence and ability in the field, ultimately preparing them for the responsibilities associated with school administration (art.13).
Article 13, amended by Decree 963/1971 of the 1968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193, outlines the appointment process for school directors in vocational and technical education. The director is selected from technical employees within the educational framework of the Directorate of Vocational and Technical Education. The candidate must have acquired at least five years of educational experience in one of the technical educational positions within the permanent educational framework of the Directorate. The selection criteria vary based on the type of school, with a minimum requirement of a second-class category for a director of a technical institute, a third-class category for a director of a technical or higher technical school, and a fourth-class (first-rank) category for a director of a vocational school. Alternatively, a technical school director may be chosen from among secondary education teachers within the permanent framework of the Directorate, possessing five years of experience in secondary education or from fourth-category technical employees who have reached the pinnacle of their category.
Article 3 of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73 outlines the prerequisites for appointing a director to a public school. First, the candidate must be an employee of the educational staff, hold a university degree, or have graduated from the Teachers' Training Course and engaged in teaching for at least five years since joining the educational staff or for a minimum of ten years after joining the staff. According to the Employee Law, the candidate should not have been penalized with any penalties within the last five years. Proficiency in Arabic and proficiency in either French or English is required. Second, the candidate must submit their nomination within the specified period to accept nominations.
The 2012 Decree on the special conditions for appointing directors of complexes, schools, and official vocational and technical institutes No.8588 highlights that in addition to the stipulated conditions in various clauses of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73, additional criteria are required for the appointment of directors to school complexes, technical institutes, or vocational schools.
Candidates must be employees affiliated with the teaching staff in the Directorate General of Vocational and Technical Education. The conditions vary based on the specific role: A director of a technical institute, at least a third-class employee, should hold a relevant university degree and possess five years of teaching experience, with a minimum of three years in technical education. A director of a technical school, at least a fourth-class employee, should hold a degree in technical education or its equivalent and have at least five years of teaching experience, with a minimum of three years at various technical levels. Alternatively, candidates with a technical proficiency certificate need seven years of teaching or administrative experience, with at least five years at various technical levels. A director of a school complex, at least a third-class employee, should hold a technical proficiency certificate and have fifteen years of teaching or administrative experience, with at least ten years at the technical baccalaureate level.
The school complex's components are determined, and a director is appointed based on a decision by the Minister of Education and Higher Education, as proposed by the Director-General of Vocational and Technical Education. Teaching hours in previous contract-based teaching count towards years of experience at a rate of 540 teaching hours per year for staff entry. In summary, the article establishes rigorous qualifications for directors in the educational system, emphasizing relevant academic degrees, teaching experience, and adherence to specific roles within the vocational and technical education sector. The conditions aim to ensure the competency and expertise of individuals entrusted with leadership roles in various educational institutions.
Appointment decision
The appointment of school principals for public schools is a centralized process. The final decision lies with the Ministry of Education and Higher Education (MEHE).
The 1962 Internal Regulations of Secondary Schools Law No.350 outlines that school principals are appointed centrally by the Minister of National Education. This decision is based on proposals from the Director of Secondary Education and the subsequent approval of the Director-General (art. 13).
For vocational and technical schools, the 1968 Administrative organization of vocational and technical education schools Decree No. 9193 mandates that the Minister of Vocational and Technical Education makes the final appointment decision, following a proposal from the Director-General of Vocational and Technical Education, with the approval of the Civil Service Council (art. 13).
This system reflects a centralized validation mechanism, where key educational authorities within the Ministry are responsible for overseeing, validating, and confirming principal appointments.
While the primary appointment process is centralized, local-level stakeholders (such as school boards or regional education offices) typically nominate or shortlist candidates. However, the final validation and appointment rest with central authorities, particularly for official public schools.
Article 4 (amended by Law 157/2020) of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73 states successful candidates in the eligibility test specified in Article 3 of this law will be selected by the Minister of Education and Higher Education based on the recommendation of the relevant Director-General.
Article 13 of the 1968 Internal Regulations for Public Primary and Complementary Schools No.820 affirms that the person in charge of the school is appointed by a decision from the Director-General based on a written recommendation from the director of primary education.
Employment equity measures
The 2004 Report of the Head of the Central Inspection for the Year 2003 No.5 states that the Central Inspection studies the status of the role of male and female teachers and the need to prepare teachers at all levels and specializations (art.8).
Working conditions
The 1961 Amendment of Article 58 No.6708 of the 1960 Compensation and Support System Decree No. 3950 outlines the monthly compensation provided to various school directors, specifying that the monthly administration compensation for secondary school principals, physical education school principals, vocational school principals, and hotel management school principals, as well as the heads of factories in vocational schools outside Beirut, is set at 25% of their salary. Meanwhile, the director of the School of Industries and Arts and the head of factories in Beirut are entitled to administrative compensation equal to 35% of their salary. Additionally, technical instructors, factory heads, and vocational trainers in the School of Industries and Arts, who do not receive the specialization compensation of the employees' system, receive a special compensation of 20% of their salary (art.22).
The 1968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193 mentions that official vocational and technical education school directors are entitled to specific allowances based on their respective roles. The allowance percentages are delineated as follows: a director of a technical institute receives 50% of their salary; a director of a higher technical school is allocated 50% of their salary; a director of a technical school is entitled to 35% of their salary, and a director of a vocational school is granted 30% of their salary. These allowances serve as additional compensation for the responsibilities and leadership roles undertaken by directors in vocational and technical education (art.22).
Article 6 of the 2012 Decree on the special conditions for appointing directors of complexes, schools, and official vocational and technical institutes No.8588 highlights that the term of office for a director appointed to manage schools, vocational institutes, and official technical and artistic institutes is set at four years from the date of assuming the position, renewable once in the same institution. The article allows for the transfer and reappointment of a director who has served for eight years according to the aforementioned conditions to manage another technical or vocational school, institute, or school complex. This is contingent upon meeting the specified conditions in Article 2 of this decree. The directors can nominate themselves to manage another technical or vocational school, institute, or school complex, and they are exempted from attending the preparation course at the Faculty of Education at the Lebanese University if chosen. This article also allows a director who has completed eight years according to the previous provisions to run for the management of another technical or vocational school, institute, or school complex. If selected, they are exempted from attending the preparation course at the Faculty of Education at the Lebanese University.
Article 1 of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73 discusses the compensation for school directors related to administrative tasks as per Law No. 320 issued on 20/4/2001. It clarifies that compensation is granted to those who assume administrative duties in accordance with established procedures. However, individuals not considered for this compensation are those whose assignments did not adhere to the regulations specified in internal systems before the issuance of this law. It also excludes directors who were previously assigned administrative tasks but were later excluded from compensation due to transfers to other schools or branches without following the required procedures. Additionally, the article highlights the difficulty in providing compensation to those assigned administrative tasks after the law's implementation due to the absence of clear guidelines on the authority responsible for the assignment decision. It also mentions the absence of training courses in educational administration at the Lebanese University's Faculty of Education, which is a prerequisite for compensation. The article emphasizes that individuals who meet specific criteria and were engaged in administrative roles before Law No. 777 on 11/11/2006 are entitled to compensation from that date.
2.3. Leadership preparation and training
Pre-service training
Article 3 of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73 mentions that before a school principal/director assumes administrative duties, the candidate must complete an educational administration preparation course conducted by the Faculty of Education at the Lebanese University or have attended specific training courses in administrative and educational matters organized by the Ministry of Education and Higher Education, lasting no less than two months.
Article 4 (amended by Law 157/2020) of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73 mentions that successful candidates will attend a preparation course in educational administration at the Faculty of Education at the Lebanese University. This applies to candidates without proficiency, master's, or diploma in educational administration from the faculty or equivalent certificates from private universities and those who have not completed the specialized training courses. Temporary administrative tasks will be assigned to them until they complete the required training successfully. During this interim period, they receive a temporary management compensation equivalent to two-thirds of the compensation specified in Article 1 of this law, amounting to 10% of the salary. Failure to enroll in the preparation course within one month of its commencement, regardless of the reason, results in forfeiting the right to pursue it, leading to a permanent exemption from the temporary administrative tasks assigned to them.
The 2021-2025 General Education Plan affirms that the faculty of education at the Lebanese University conducts training programmes for school principals upon a formal request from the General Directorate of Education (GDE). It also highlights that a teacher is not formally appointed as a school principal unless they complete the in-service training provided by the Lebanese University.
The 2018-2022 National Strategic Framework for Technical and Vocational Education and Training (TVET) noted that most school directors in public TVET “were originally teachers in the Civil Service. Directors of TVET institutes and schools must, in principle, take an education leadership course in the Faculty of Education and Pedagogy at the Lebanese University. However, even though this is a requirement, appointments are often made without TVET directors completing the required training.”
Induction and in-service training
The 2021-2025 General Education Plan strategies include in-service leadership training for principals and their administrative staff. The training addresses transformational school leadership, school performance, and planning, with a focus on enhancing the quality of the learning environment. It also includes strategies for motivating teachers and non-teaching staff, enhancing parental and community engagement with schools, and equipping participants with effective assessment methods, including a self-assessment framework. The training also covers essential aspects such as financial fund management, budgeting, and reporting to ensure a well-rounded skill set among school leaders. In addition, MEHE staff internally provides capacity strengthening for all school principals to enhance their efficiency in handling administrative and financial operations, improve school principals' knowledge of administrative processes, and enhance communication flows among them.
The 2022 Continuous Professional Development for School Principals proposed a single training path for school principals, distributed across seven training modules, each addressing specific training needs within its designated area that fall under the framework of the “Structure of the School Principals’ Training Programme.” The seven diverse training competencies adopted in the official training of school principals in Lebanon include theoretical, experiential, collaborative, participative, learning, contextual, and sustainable leadership, collectively aiming to fortify and refine the capabilities of school principals, contributing to their effective leadership in Lebanese educational institutions.
The 2019 World Bank Implementation Completion and Results Report demonstrates that the Ministry of Education and Higher Education (MEHE) has implemented several professional development programmes for school principals and administrators as part of the Education Development Project II (EDP II) that was funded by the World Bank. The Education Sector Development Secretariat (ESDS) oversees and coordinates the implementation of ESDP programmes. A subcomponent of the programme concentrated on school-based development through enhanced education leadership (2.1) that included training and performance self-assessment for school principals aimed at improving school management and enhancement capacities. The initiative involved piloting a system of school self-evaluation or school-based review. The overall goal was to design, pilot, and evaluate a comprehensive programme for school-based planning, development, and improvement, supporting the implementation of various initiatives within schools.
The 2021-2025 General Education Plan highlights that the Leadership Development Programme (LDP exposed public school principals to school assessment culture and encouraged self-evaluation before developing a school improvement plan. The results from this programme were positively received. The School Improvement Planning Programme (SIPP), a follow-up to the LDP, continued with the Education Development Plan (EDPI) and EDPII. It involved three phases: the school self-assessment instrument, the school improvement plan (SIP), and the school grant programme. A cohort of 450 principals completed the SIP and received a grant sponsored by the World Bank, with the programme temporarily on hold pending internal evaluation by the Ministry of Education and Higher Education (MEHE) for potential national expansion.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 1962 Internal Regulations of Secondary Schools Law No.350, the principal presides over the meetings of the teachers' council, disciplinary council, and school examination committees with the role of notifying member teachers of the schedule and agenda for each meeting at least twenty-four hours in advance (art.7).
The Teachers' Council comprises the school principal as the chairperson and teachers as members, with one of them assigned to record the proceedings. The council convenes once per academic term and whenever the school principal calls for a meeting in writing or upon a written request from one-third of the teaching staff. The agenda is carefully communicated to all teachers through the supervisor at least twenty-four hours before the meeting. The council is limited to discussing educational matters outlined in the agenda, and external individuals are not permitted to attend these sessions (art.29).
The Students' Disciplinary Council is composed of the school principal as the chairperson and four members selected by lottery from among eight internal teachers included in the staff (art.32). These members are elected for this purpose by the Teachers' Council at the beginning of the academic year. In cases where the required number of internal teachers cannot be fulfilled, contracted teachers may be elected for this purpose. The supervisor is responsible for recording the proceedings of the investigation and trial without having the right to propose or vote. Moreover, the Disciplinary Council convenes at the invitation of its chairperson or upon a written request from one of its members. The meetings are legitimate only if most members are present. Before commencing the trial proceedings, the council's chairperson must ensure that the accused student has been informed of the session's date and the charges against them and that they have been allowed to present their defense. Decisions are made by a majority vote, and this is not explicitly mentioned in the decision text (art.33).
3.2. Middle leaders
Articles 30-31 of the 1962 Internal Regulations of Secondary Schools Law No.350) emphasize that teachers oversee the school activity committees, guiding students in various fields such as literature, science, arts, sports, and social activities based on their expertise. The school principal regulates the formation and operation of these committees upon the relevant teachers' recommendations. Teachers of a particular subject are mandated to meet at the beginning of each academic term to discuss teaching methods and approaches to ensure coherence in the curricular years with the aim of fostering collaboration among the teaching staff and enhancing the overall educational environment within the school.
The 1968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193 refers to the roles and functions of the Head of Theoretical Lessons (رئيس الدروس النظرية), the Head of Practical Lessons (رئيس الدروس التطبيقية), the General Supervisor (الناظر العام), the Factory Manager (رئيس المصنع), Night Supervisor (ناظر الليل والناظر), and the Maintenance Secretary (أمين الصيانة) from article 6-12. This legal document establishes a framework that defines the organizational structure and delineates the responsibilities of these key positions within vocational and technical education schools.
The Head of Theoretical Lessons is positioned as a crucial middle leader in the educational hierarchy. In the school director's absence, the Head of Theoretical Lessons assumes significant responsibilities, acting as a representative of the director and engaging in direct collaboration. Their primary duties encompass the oversight of theoretical lessons, excluding specialized technology courses, and execution of the director's orders, ensuring discipline among specialized teachers in theoretical lessons. This middle leader actively participates in the development of an annual curriculum implementation plan detailing stages of semester, monthly, and weekly execution. A key aspect of their role involves inspecting teachers' adherence to the implementation plan and evaluating the appropriateness of educational methods employed. The Head of Theoretical Lessons takes charge of daily responsibilities, such as reviewing and endorsing class records, recording observations in registers, and adhering to regulations provided by the directorate. Continuous monitoring of student achievement through diverse assessment methods, along with submitting semester evaluations and an annual report to the school director (art.7).
The Head of Practical Lessons reports directly to the director, assisting in organizing practical lessons, including various technology courses, and executing orders and instructions. This role ensures the effective functioning of specialized teachers during these lessons and oversees their discipline. In collaboration with factory heads, the Head of Practical Lessons actively participates in developing exercise series, curriculum implementation schedules, and methods for assessing students' performance at different stages of their training.
Additionally, the Head supervises the warehouse operations, ensuring adherence to economic rules in material and tool consumption. They are responsible for overseeing the adherence to implementation schedules and the effectiveness of educational methods used by factory leaders, taking necessary measures for effective execution. Daily tasks include reviewing and endorsing records of specialized technology classes. In collaboration with factory heads, the Head of Practical Lessons establishes an annual programme detailing the quantities of materials and tools required for each factory, approving direct delivery orders to the warehouse. They also organize and authorize delivery orders for materials and tools outside the specified annual programme based on factory head requests. Recording observations in the registers of practical education teachers and student records, adhering to regulations, and submitting semester and annual reports to the school director are integral duties. The Head of Practical Lessons also collaborates with the Head of Theoretical Lessons on common teaching matters, works with the general supervisor on disciplinary procedures and extracurricular activities beyond the official curricula, and is responsible for monitoring students' summer training (Art. 8).
The Factory Manager is entrusted with managing and organizing the work and teaching in the factory under the supervision of the Head of Practical Lessons. The Factory Manager ensures the delivery of specialized technology lessons within the factory, either personally or by assigning them wholly or partially to an adjunct teacher with the approval of the Head of Practical Lessons. They oversee the work of adjunct teachers, providing them with educational and technical guidance. Maintenance and preservation of equipment within the factory are also part of their responsibilities. Additionally, the Factory Manager collaborates continuously with the Head of Practical Lessons, reporting on teaching progress, proposing initiatives for improvement, and ensuring the proper assessment of students (art.9).
3.3. Parents
The 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages mentions that the school principal plays a pivotal role in fostering a strong connection between parents and the school community through the implementation of the competency “Involves Parents in Their Children's School Life, Their Learning and Their Achievements referred” to as SP.SPP.PARENT. This competency underscores the active engagement of parents in their children's educational journey, incorporating three key components. Firstly, parents are well-informed about the school's educational policies, laws, and regulations, creating an environment of transparency and awareness by the principal. Secondly, the Activation of Parent Committees focuses on serving as supportive entities for the school. Parents are informed about the rights and duties of these committees and actively participate in transparent committee elections. Collaboration occurs on mechanisms to support various aspects, including infrastructure, facilities, community relations, professional guidance for learners, and establishing stronger ties with local and international universities. Finally, integrating parents into school life involves setting an annual calendar for meetings and gatherings, organizing open-door days to encourage parental participation, and involving parents in the planning and executing of various projects and activities under the school support programme.
Parents are encouraged to contribute to the school's educational support programme actively. They are informed about the rights and duties of committees within the internal system. The school adopts an annual schedule for meetings and gatherings involving parents. Open-door days are organized to encourage parental participation. Parents actively engage in the preparation, organization, and execution of various projects and activities within the school support programme. The transparency of committee elections is emphasized. Mechanisms to support infrastructure, facilities, community relations, improved professional guidance for learners, and stronger connections with local and international universities are clearly defined in collaboration with parent committees.
The 2022 National Framework for the General Pre-University Education Curriculum is a collaboration between the school and parents to address and overcome academic challenges faced by certain learners. The school coordinates this support in alignment with its educational staff, parents, and, when necessary, the local community. This support can take various forms, with the school administration reaching a consensus on strategies and interventions to enhance the learning experience for students. The goal is to create a seamless and cooperative approach that involves educators, parents, and the community in providing effective support tailored to the individual needs of learners. “The curriculum calls for strengthening and building partnerships with parents and the local community to develop the effectiveness of the curriculum. The curriculum encourages learners, parents, and decision-makers to participate in planning, implementing, and evaluating learning activities in a timely and effective manner, based on meaningful feedback”.
3.4. Students
The 2016-2017 Activation of Student Councils Project is a collaborative project between the Ministry of Education and Higher Education, UNICEF, the MASAR Association, and the Youth Forum for National Youth Policy. Launched in the academic year 2016-2017, the project was implemented in 20 official high schools across Lebanon, and it reached 100 public schools throughout eight governorates by 2019-2020.
The project aims to establish and empower Student Councils in schools through various activities. These include organizing workshops to educate counselors and coordinators about the role of Student Councils, facilitating student elections, conducting training sessions for elected members, and encouraging regular meetings to plan and prioritize student-led projects. The project also emphasizes transparency by posting progress and results on a corkboard, ensuring the entire student body is informed about ongoing initiatives.
4. Governance
4.1. Autonomy of school leaders
The school principal plays a pivotal role in shaping the educational landscape within the framework of official curriculum guidelines. The principal is entrusted with aligning the subjects taught each academic year with the mandated curriculum. Additionally, after consulting relevant teachers, the principal actively organizes the weekly schedule for subject distribution, influencing the allocation of time to different subjects throughout the school week. Furthermore, the article highlights the principal's role in selecting textbooks, requiring approval during a meeting with subject teachers in the last quarter of the academic year. This approval process emphasizes compliance with the Ministry of National Education's instructions and ensures that the chosen textbooks meet high technical, scientific, ethical, and national standards. While Article 22 doesn't explicitly grant autonomy in choosing pedagogical approaches, the principal's involvement in these organizational aspects suggests a significant influence in shaping the educational experience within established regulatory frameworks (art.22 of the 1962 Internal Regulations of Secondary Schools Law No.350).
The school principal signs all transactions, certificates, official correspondence issued by the school, and financial transactions (art.6 of the 1968 Administrative Organization of Vocational and Technical Education Schools Decree No. 9193).
The 2018-2022 National Strategic Framework for Technical and Vocational Education and Training (TVET) states that “directors of public TVET submit their budget needs to the Finance Department at the Directorate General, which finalizes the budget for submission to MEHE. A consolidated budget is then submitted to the Minister of Finance, the Council of Ministers, and subsequently to Parliament for approval.”
Teacher Hiring and Dismissal
In Lebanon, the autonomy of school principals over teacher hiring and dismissal is significantly limited by the central authority, particularly in the public school system. According to The 2010 World Bank SABER Lebanon Country Report, “principals have limited authority over the dismissal of teachers”. They “do not have a say nor make the final decision over teacher hiring.” The Ministry of Education and Higher Education (MEHE) plays the primary role in these processes.
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Hiring of Teachers:
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Teacher hiring in public schools is typically managed through centralized government processes. Recruitment and appointment of teachers are conducted by the Ministry, often through national examinations or competitive recruitment processes overseen by the Civil Service Council and the Ministry.
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School principals do not have direct authority to hire teachers for their schools independently. They may be involved in communicating specific needs for staffing (such as subject area shortages or additional support roles), but the actual hiring decisions are made at the Ministry level.
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Dismissal of Teachers:
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The dismissal of teachers also falls under the jurisdiction of the Ministry. School principals can initiate disciplinary proceedings or raise concerns about teacher performance, but the final decision regarding dismissal or reassignment lies with the central authorities.
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According to the 1962 Internal Regulations of Secondary Schools Law No.350, principals are responsible for evaluating teachers' performance (art. 22), and they can recommend disciplinary actions for underperforming staff. However, the actual enforcement of dismissals or transfers requires validation from the Ministry or higher educational authorities.
While principals play a crucial role in teachers' day-to-day management and performance evaluation, they do not have autonomous control over hiring or dismissal decisions. These decisions are centralized, with MEHE retaining ultimate authority over both processes. This centralized approach ensures consistency across public schools, though it limits the flexibility and autonomy of school principals in managing their teaching staff.
4.2. Assessment and accountability of school leaders
Article 5 of the 2009 Law on the Conditions of Management Compensation for Public School Principals No.73 states that school directors are subject to a performance evaluation system every three years. Directors who have demonstrated average or below-average performance, as indicated by performance evaluation reports for one academic year, may be relieved of their administrative duties.
Article 6 of the 2012 Decree on the Conditions for Appointing Directors of Complexes, Schools, and Official Vocational and Technical Institutes No.8588 states that directors of educational institutions are subject to a performance evaluation system every three years. A director whose performance evaluation proves to be average or below within one academic year is exempted from administrative duties (art.6)
The 1959 Legislative Decree: Establishing the Central Inspection No.115/59 specifies its primary tasks, including monitoring public administrations, improving administrative work methods, advising administrative authorities, coordinating joint work between various public administrations, and conducting studies, investigations, and tasks assigned by authorities. According to Article 8 of the 2004 Report of the Head of the Central Inspection for the Year 2003 No.5, school directors are monitored by the Central Inspection, which plays a pivotal role in overseeing educational institutions across Lebanon. The inspection process involves verifying the appointment or assignment of school directors to ensure compliance with regulations. It assesses their administrative performance, including adherence to prescribed curricula, proper allocation of teaching staff, and effective management of official examinations. Additionally, the inspection evaluates the conditions of school buildings to ensure they meet educational, health, and engineering standards. The monitoring extends to implementing joint projects initiated by the Directorate General of Vocational and Technical Education. Through this comprehensive approach, the Central Inspection serves as a key mechanism for maintaining the quality and standards of educational leadership, contributing to the overall enhancement of the education system in Lebanon.
The 2019 World Bank Implementation Completion and Results Report highlights that school leaders underwent training as part of an initiative that involved piloting and facilitating performance self-assessment and self-evaluation. The 2021-2025 General Education Plan stated that “principals who participated in the school leadership programme developed the culture of school assessment and self-evaluation before preparing a school improvement plan.”
The 2022 Evaluation Methods: Competency Assessment Based on the 2021 Reference Framework for School Principal Competencies across Pre-University Academic Stages affirms that the school principal engages in self-assessment and demonstrates the principal's self-evaluation template which is a reflective tool for improving their competencies and identifying areas for training needs. The publication is the result of collaborative efforts from the working team of the Reference Framework Committee. This committee is a subsidiary of the Educational Administration Project within the Academic Joint Committee for the Support Programme for Ensuring Education for All Children in Lebanon (S2R2). The initiative also involves a participatory collaboration between the working team and various educational experts across different domains within the educational sector and educational administration.
4.3. Teacher assessment by school leaders
The 2004 Report of the Head of the Central Inspection for the Year 2003 No.5 states that inspectors are to follow up on the work of teachers and professors assigned to educational guidance tasks and their in-service training, study the conditions of teachers attached to the national education scout, and monitor them, following up on the ongoing training project for teachers (art.8).
The 2010 World Bank SABER Lebanon Country Report mentions that school principals have no absolute authority over evaluating teachers’ performance. Teacher evaluations fall under the direct purview of the Ministry of Education and Higher Education (MoEHE), specifically managed by the Center of Educational Research and Development. Internally administered teacher performance evaluations occur twice a year and are conducted by the local educational authorities. However, in practice, internal evaluations typically take place annually. Additionally, teachers undergo an externally administered evaluation once a year. In internal and external evaluations, multiple sources of information contribute to the assessment of teacher performance. These sources include input from principals, parents, and colleagues, as well as a self-appraisal by the teacher. Classroom observation is another crucial component of the evaluation process. Various aspects, such as student achievement, teacher attendance, subject matter knowledge, teaching methods, compliance with the curriculum, and homework to reinforce classroom assignments, are considered in both internal and external evaluations. The principal plays a key role in overseeing and coordinating these evaluation processes, ensuring they align with the educational standards and objectives set by the MoEHE.
The 1962 Internal Regulations of Secondary Schools Law No.350 states that school principals are to regularly inspect teachers in their classrooms, review their required records, and make notes in a designated book about their professional activities, which is another crucial responsibility (art. 16.5). Principals are responsible for ensuring the provision of substitutes for absent employees (art. 16.10) and monitoring the implementation of conditions stipulated in agreements with contracted teachers (art. 16.11).
This profile was reviewed by Zeina Hojeij, Associate Professor, College of Interdisciplinary Studies.
