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 2023 School Education Law and the 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures refer to the term “School Principals”. It states that the educational staff includes teachers, school principals, their assistants, supervisors, and individuals holding technical support positions in schools.
The 2009 School Administration Guideline published by the General Directorate of Human Resources Development for educational planning and human resource development under the Division of Performance Improvement of the Ministry of Education refers to the terms “school principal” and “school administrators”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
According to the 2023 School Education Law, the Ministry of Education is the main body issuing guidelines for regulating the educational aspects in schools.
The 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures, developed by the Directorate General of Human Resources Development of the Ministry of Education of Oman, aims to support school principals in handling various administrative situations to empower them and enhance their competencies.
Based on the areas for school plans identified in the 2024 Guidelines for “Using School Self-Assessment Results and Mechanisms for Including them in the School Plan” published by the School Supervision Division in the Ministry of Education, the work school administration centers in four areas: teaching and assessment, student achievement, leadership, administration and governance, and student wellbeing and advocacy.
Roles
The roles of public-school principals are defined by the organizational regulations for public schools issued by Ministerial Decision 1993/21, the 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures and the 2015 Guide on School Jobs and Approved Positions. This is frequently updated and modified by the Ministry of Education to accommodate changes, current trends and new programs in the ministry.
Setting expectations/objectives: The School Administration Guideline emphasizes the vital practices of school principals in developing and communicating a shared vision, mission, and setting clear expectations for performance within the school community. The principal has the duty to prepare comprehensive reports to monitor the school's progress and ensure that the staff follows organizational rules and regulations.
The 2013 Report: Education in Oman The Drive for Quality published by the MOE and the World Bank refers to the 2009 Ministerial Decree No.21 that obliges principals “to supervise teachers at least once a year, organize school efforts to improve teaching, and develop an action plan based on the whole-school evaluation report”.
According to the 2015 Guide on School Jobs and Approved Positions, the principal is responsible for the administrative, financial, technical, and developmental aspects of the school, as well as supervising the school staff. The principal reports directly to the General Director of Education and Instruction in the province and is evaluated and supervised by the administrative supervisor.
Developing teaching and learning: The School Administration Guideline highlights the essential role of school principals in the effective implementation of the curriculum. Principals’ roles include overseeing examinations, analyzing results, and implementing improvement plans in collaboration with teachers and educators. They provide instructional supervision, teaching resources, curriculum planning, coordination, and evaluation.
Promoting collaboration: According to the School Administration Guideline, school principals consistently strive to create a positive and cooperative school community by fostering connections with parents and guardians both internally and externally. They also promote collaboration and knowledge sharing with neighbouring schools and regions through organized exchange programmes and visits.
The 2015 Guide on School Jobs and Approved Positions mentions that the principal is responsible for the school building's cleanliness, maintenance, and appropriate utilization.
Supporting staff development: The 2015 Guide on School Jobs and Approved Positions specifies that the principal is responsible for the provision of training sessions for teachers and staff, focusing on their respective specializations based on available training opportunities. The principal is also tasked with overseeing the implementation of the development programme for teaching and related positions and ensuring proper follow-up. The principal collaborates with specialized supervisors and first-level supervisors to develop performance improvement programmes.
Acting in accordance with the ethical principles of the profession: The 2016/2017 Guidelines for School Principals Regarding the Implementation of Administrative and Legal Procedures describes some administrative cases and the procedures to deal with them, and ensures compliance with the Ministry's guidelines. The principal must verify that all teaching staff members, both Omani and non-Omani, adhere to the prescribed regular leave schedule at the beginning and end of the academic year. It is essential for the principal to keep meticulous records of staff leaves and ensure proper documentation in the school's database. The school principal is responsible for reporting any violation to the Directorate of Education and documenting instances of non-compliance and gathering evidence.
Other: School principals oversee services provided for student wellbeing, including social, psychological and health services in collaboration with specialists in and outside the school. This is mandated in their roles as mentioned in the School Administration Guideline. Additionally, the area of student wellbeing and personal development is recently added as a new addition to the school plan according to the 2024 publication titled the 2024 Guidelines for “Using School Self-Assessment Results and Mechanisms for Including them in the School Plan” published by the School Supervision Division in the Ministry of Education.
2.2. Selection and working conditions
Selection and appointment of school principals goes through three rigorous phases: selection, evaluation and training period, and appointment. These phases are outlined by the 2024 Guideline for Job Candidacy in Educational Supervision and School Administration into seven steps: announcement of the available vacancies, submitting an application, application tests, interviews and presentations, issuing a temporary two-year appointment decision, training and actual practice, and issuing a permanent appointment decision as school principal.