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 terminology used in the laws, policies, regulations, and systems of the Ministry of Education in the Kingdom that refers to the school principal is as follows: school principal, school leader. The legislation, regulations, and systems contain terms related to various aspects of school leadership.
The 2021 Regulatory Guide for General Education Schools refers to “school principal” or “مدير المرسسة” “قائد المدرسة” “School agents”, “Student mentor”, “School representative for student affairs”, and “School Vice Dean for Educational Affairs”. The 2020 Regulation of Educational Positions, published by the Ministry of Human Resources and Social Development, defines a school principal as “the primary individual responsible for implementing the educational policy according to specific authorities within the school at all levels of learning. They have achieved professional standards and met the necessary qualifications” (art.1).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The laws, regulations, and systems of the Ministry of Education include standards for professional competence. The roles of school leadership are defined and developed by specialists with the participation of other entities such as the Educational and Training Evaluation Authority. These standards are mandatory, and private school principals are contracted based on them.
The 2020 Guidance Handbook for School Principals was created in response to COVID-19 to support school leaders, specifically the school principals, in providing exceptional care and support to ensure safe and healthy e-education during school closure for students and staff at all educational levels. The handbook includes instructions, guidelines, and operational procedures that school leaders should follow to maintain a safe educational environment. It also emphasizes the use of e-learning resources and provides steps for effective implementation in various educational contexts. Overall, its purpose is to equip school leaders with the necessary information and tools to ensure a successful and secure educational experience for everyone involved.
The 2021 Regulatory Guide for General Education Schools, fourth edition, aims to standardize and improve the educational process in line with the current reality in Saudi Arabia. Its purpose is to adapt educational systems to meet evolving needs and become leading systems in the region. The guide outlines the organizational aspects of schools, including administrative structure and staff responsibilities. It serves as a reference for all employees, clarifying their roles, from the school principal to support staff. Continuous development of these educational systems ensures their relevance and effectiveness. The Ministry’s Organizational Guide plays a vital role in improving school leadership and educational outcomes, fostering progress in the education sector in Saudi Arabia.
The 2021 Guidance Manual for School Leaders for the Secondary Education Tracks System is designed to assist the school principal in understanding the important educational roles in the general secondary education tracks system, in alignment with their duties as outlined in the school’s organizational guide. It provides practical steps to carry out their responsibilities in the most effective administrative methods, thus contributing to enhancing their administrative and technical competence.
Roles
The primary roles and practices of private school principals are defined through organizational and procedural guidelines. The school principal is the primary person responsible for the quality of education, the health and safety of students, and the administrative and operational aspects of school management. They also represent the school during school oversight processes and are held accountable for the school’s performance and educational standards.
Setting expectations/objectives: The 2021 Regulatory Guide for General Education Schools states that the school principal regularly engages in reviewing and evaluating the school's policies, aligning with regulations and guidelines as well as promoting values of citizenship, national identity, and patriotism among students, leading the school planning process, and ensuring its effective implementation by utilizing available resources optimally. The school principal is responsible for setting school goals and implementing the school plan in accordance with the Kindom’s Vision 2030. They may also issue decisions for school-related concerns such as absentees and late school employees.
Developing teaching and learning: The 2021 Regulatory Guide for General Education Schools outlines the principal's role in ensuring effective teaching practices and the use of varied learning strategies aligned with assigned roles and grade levels. Principals review school initiatives, engage in discussions about their effectiveness, and provide feedback to ensure the achievement of educational objectives. This involves monitoring student performance and progress, assessing teaching methods, and supervising teachers in their implementation of the school plan and teaching skills.
Promoting collaboration: The 2021 Regulatory Guide for General Education Schools mentions that the principal is responsible for implementing intellectual awareness programmes, promoting moderation, and intellectual openness, and countering negative influences within the educational environment. They also safeguard national values and prevent any ideologies that contradict moderation and intellectual openness. In addition, they monitor and address any violations or suspected violations of public policies, intellectual principles, and national values. Empowering and involving the school community in operational planning and improving school processes is another important responsibility. The principal’s role includes the dissemination of educational newsletters to promote intellectual awareness among students and staff, adhering to established procedures and guidelines. They also provide parents with the latest updates about their children and their educational performance. Furthermore, the principal is responsible for the establishment and organization of councils and committees in the school.
By creating a safe, healthy, and supportive learning environment that encourages innovation, is flexible, and is subject to continuous development.
Supporting staff development: The 2021 Regulatory Guide for General Education Schools mentions that the principal ensures the effective implementation of educational practices by enhancing the educational background of their staff and providing various training opportunities by identifying their training needs and coordinating with the Ministry of Education. The principal organizes regular in-person and online meetings with the school’s teaching staff.
Through evaluating the performance of school staff and providing them with feedback, facilitating the exchange of experiences among them to improve their performance, and identifying their training needs and submitting them to the relevant authority.
Acting in accordance with the ethical principles of the profession: The 2015 Regulatory Guide for General Education Schools denotes that a School Principal should possess essential qualities like ethical behavior, effective leadership, adaptability, teamwork, initiative, empathy, balanced perspective, intellectual competence, confidence, creativity, and openness to different perspectives. By promoting the values of pride in religion, belonging, citizenship, moderation, and balance.
Others: School principals are responsible for establishing the school's organizational structure based on its specific regulations and needs, as well as assigning tasks and duties to school staff. They must also ensure compliance with important regulations, systems, and circulars issued by relevant authorities and take appropriate actions. Additionally, principals play a role in determining the school's human resource needs, participating in the selection process, and setting daily school hours, the school timetable, and the beginning and end of the academic year, all in accordance with specified guidelines.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The laws and regulations of the Ministry of Education stipulate the basic requirements, qualifications, and experiences that must be met by a candidate to practice the profession of management in private education schools, as follows: a minimum of a university degree from a university recognized by the Ministry of Education, in addition to the requirement of having a professional license; previous experience in education in general of at least three years and achieving an outstanding level of job performance during the three years of work. As for the age of the candidate for nomination to work as a school principal, it is according to the labor system issued by the Ministry of Human Resources and Social Development.
The 2021 Regulatory Guide for General Education Schools states that qualification requirements for a school principal typically include holding a relevant university degree in the field of education and demonstrating a strong academic background. Additionally, candidates are expected to have substantial experience in the education sector, particularly in positions of leadership. The role of a school principal necessitates a diverse skill set, encompassing effective management and organizational abilities, as well as proficiency in administrative tasks. Prospective principals are typically required to have a minimum of 9 years of experience, with at least 6 years spent in teaching and an additional 3 years in school administration.
The 2020 Regulation of Educational Positions ranks teachers from highest to lowest, as per the salary scale attached to the regulations, in the positions of: Expert Teacher, Advanced Teacher, Practicing Teacher, and Teacher/Assistant Teacher (art.19). Teachers are promoted to the next highest position. For example, expert teachers are selected and assigned from those holding the position of advanced teacher. Teachers with the rank of "expert teacher" or "educational supervisor" can be assigned to leadership positions such as "General Educational Director," "Educational Director," "Assistant Educational Director," or "Educational Office Director" in various regions or provinces. Additionally, their performance evaluation for the past two years should be at least "very good" or its equivalent, and they must meet the required professional standards and qualifications (art.21-22).
Appointment decision
According to the 2020 Regulation of Educational Positions, the selection is subject to the following conditions: a. Meeting the professional standards and requirements. b. Achieving the minimum required development points. c. Having a performance evaluation for the past two years of at least "very good" or its equivalent. d. Passing the various tests and assessments set by the ministry for this purpose. The ministry may, when necessary for educational interests, exempt individuals from conditions (a) and (b) in this paragraph if applicable (art.19).
The Ministry of Education's regulations state that private school principals are appointed by the government (Ministry of Education) after being selected by school owners through a competitive process involving electronic applications. The selection criteria include meeting professional standards and requirements, achieving minimum development points, having a performance evaluation of at least "very good" for the past two years, and passing ministry-set tests and assessments. Under certain circumstances, the ministry may exempt individuals from some of these requirements if it's deemed necessary for educational interests.
Employment equity measures
As part of the 2030 vision, the government aims to empower women and increase their participation in the labor market. However, this does not explicitly refer to school leaders. No equity measures for school leaders were found.
Working conditions
The 2020 Regulation of Educational Positions confirms the status of school principals in government schools as civil servants. Their assignment duration shall not exceed four years and may be extended for a similar period according to the educational interest (art.19). The school principal shall receive a monthly bonus of 800 Saudi Riyals, the school vice-principal shall receive a monthly bonus of 500 Saudi Riyals, and the educational supervisor shall receive a monthly bonus of 500 Saudi Riyals, throughout their assignment (art.28).
School principals work on fixed-term contracts, in accordance with the laws of the Ministry of Human Resources and Social Development. The contracts and salaries of school principals and all employees are subject to the laws and regulations of the Ministry of Human Resources and Social Development.
2.3. Leadership preparation and training
The 2016 National Transformation Programme (NTP) outlines a strategic objective related to improving the recruitment, training, and development of education staff. To measure the progress towards achieving this objective, a key performance indicator (KPI) is identified: the average number of hours of professional development in educational leadership completed by school leaders. This KPI serves as a metric to assess the extent to which school leaders engage in ongoing professional development activities specifically focused on educational leadership.
According to the 2019 Emkan Education Report, the National Centre for Educational Professional Development (NCEPD) of the Ministry of Education is working on establishing career-long leadership development programmes based on a leadership competency framework to improve school leadership.
3. Teachers, parents and students
3.1. School management committees and boards
The 2021 Regulatory Guide for General Education Schools refers to the School Administrative Committee, the Guidance and Counseling Committee, the Academic Achievement Committee, and the Excellence and Specialization Committee.
The School Administrative Committee includes the principal (chair), vice principal, student counselor, activity coordinator, and three teachers. Members are selected through nominations or applications and meet monthly. The committee advises the principal, ensures effective implementation of the school’s operational plan, oversees finances, and manages educational and administrative processes. It also handles procurement, contracts, sponsorships, and fosters community partnerships.
The Guidance and Counseling Committee plans and organizes guidance programs, monitors their effectiveness, and addresses student concerns. Composed of the student affairs representative, vice principal for academic affairs, three teachers, and the student counselor, the committee meets monthly to decide on issues such as class placement, academic guidance, and student welfare, collaborating with stakeholders for a comprehensive support system.
The Academic Achievement Committee* led by the principal and including representatives from educational affairs, student affairs, guidance, activities, and teachers, focuses on improving academic performance. It analyzes results, develops academic plans, ensures compliance with examination policies, and manages exam procedures. The committee proposes remedial programs, monitors teaching methods, and evaluates curriculum and extracurricular activities to enhance learning outcomes.
The Excellence and Specialization Committee, consisting of the principal, vice principal, student affairs representative, activities coordinator, and three teachers, works on improving school practices and implementing the operational plan. It meets regularly to discuss and document recommendations, promotes excellence, addresses challenges, and develops strategies for school improvement. Decisions are made by majority vote, with a focus on enhancing academic achievement and nominating the school for awards.
3.2. Middle leaders
The 2020-2021 New Teacher Guide affirms teachers' role in supervising students and collaborating with the school administration and other teachers and school staff in everything that would provide the appropriate school environment for students to learn.
The 2021 Regulatory Guide for General Education Schools charts out the school structure of staff members depending on the size of a school. The largest school has three middle leaders listed as the “undersecretary of school affairs, the undersecretary of student affairs, and the undersecretary of educational affairs.”
The guide mentions that teachers are assigned a reduced workload to perform mentorship tasks in schools with fewer than 100 students. In addition to that, teachers who do not meet the required teaching workload may be assigned by the school principal to perform student-oriented instructional or supportive tasks. All teachers and administrative staff in the school participate in daily supervision between classes and take turns in shifts, except for the school principal and their deputies. The schedule for supervision and shifts is issued with the signature of the school principal, taking into consideration the teaching workload of each teacher, giving priority in the rotation and supervision to teachers with a lower teaching workload.
The 2020 Regulation of Educational Positions states that teachers are required to actively participate in planning, designing, implementing, and evaluating learning and teaching activities, as well as managing programmes and student activities. They also involve contributing to continuous improvement processes and undertaking administrative and organizational tasks within the school (art.9). It adds that Educational staff are required to participate in the planning, design, development, and evaluation of the teaching and learning process, as well as in the management of student activities and programs. They are also expected to be involved in the implementation of improvement initiatives and carry out administrative and organizational tasks within the school. The educational workload varies based on the teacher's position, with practicing teachers and regular teachers having 24 classroom periods, advanced teachers having 22 classroom periods, expert teachers having 18 classroom periods, special rank teachers in the position of a practicing teacher having 18 classroom periods, special rank teachers in the position of an advanced teacher having 16 classroom periods, and special rank teachers in the position of an expert teacher having 14 classroom periods (art.9).
The 2017 Standards and Career Paths for Teachers published by the Saudi Education & Training Evaluation Commission (ETEC) implies that the current standards for teachers emphasize the importance of leadership roles. Teachers are expected to take on leadership responsibilities that align with their commitment to student learning. These leadership roles involve developing teaching practices, collaborating with colleagues, school management, and supervisors to raise standards, improving student achievement, and creating a positive work environment. To fulfill these leadership roles, teachers are required to set a vision, build a supportive culture, motivate participation, and showcase their expertise. They are expected to correct and develop their teaching practices continuously to meet curriculum standards and achieve high levels of performance. In summary, the text suggests that teachers are being encouraged to embrace leadership roles that contribute to the improvement of education and student outcomes.
The Tatweer Project project offers a “Teachers' Rehabilitation Programme” to raise their educational efficiency in their specializations, and to develop their teaching and leadership capabilities.
3.3. Parents
The 2015 Regulatory Guide for General Education Schools (3rd edition), mentions that the Family-Community Partnership Committees promote cooperation and enhance social integration between the school and the local community. The committee includes representatives from various stakeholders, such as the school principal as the head of the committee, teachers as members, student activities coordinator, student representatives from distinguished students, parent representatives, education sector representatives, and general school staff representatives.
The Committee develops plans and strategies to promote integration and collaboration, aiming to achieve both the school's and community's goals. It identifies opportunities for cooperation, initiates programmes and projects to address educational and professional needs, positively impacting students and society. Additionally, it encourages community involvement through training programmes for teachers, students, and parents, and organizes cultural events, seminars, and workshops. The committee emphasizes social responsibility and submits periodic reports on community partnership activities to the educational administration. It also evaluates current and future partnership programmes in collaboration with stakeholders to enhance their effectiveness, ensuring smooth functioning by appointing a chairperson and keeping detailed meeting minutes.
The 1997 Regulation of Non-Governmental Schools No.26 states that every school is responsible for organizing various aspects of its work within the school, in addition to determining its level in the educational and academic environments and every school shall have a board of directors to oversee its interests, with representation from parents or guardians of students. The Ministry has the right to participate in attending its meetings (art.11-12).
3.4. Students
The 2015 Regulatory Guide for General Education Schools mentions that distinguished student representatives participate in the school council and most school committees though no information has been found on national laws, policies, strategies or frameworks set out rules for the composition of student councils.
4. Governance
4.1. Autonomy of school leaders
The 2021 Regulatory Guide for General Education Schools mentions that the School Administrative Committee decide on the allocation of financial resources, including budgetary transfers and financial reports, in coordination with the financial management department.
As per the 2023-2024 Regulatory Guide, the school principal has the authority to choose the teacher for transfer from the school if their performance percentage in the last two years falls below 85%. However, only one teacher can be transferred during the academic year, provided there are no financial obligations or staffing limitations within the school. In the case of school administrators, a transfer is initiated if their evaluation rate is less than excellent over the last two academic years. Furthermore, the decision to deduct from the salary is taken for teachers who have been absent or late, following the prevailing instructions and regulations. The Personnel Affairs Department of the educational administration is officially informed of this decision to implement the deduction from the next monthly salary. In cases of default by school staff or students, the school principal is responsible for providing written accountability and addressing the default. If necessary, the defaulter is referred to the responsible authority in the educational administration. Additionally, after the completion of the annual transfer movement, the school principal can select individuals for specific roles (agent, student advisor, secretary for learning resources, activity leader) from a list prepared by the competent authority in the educational administration.
4.2. Assessment and accountability of school leaders
The 2021-2025 Human Capability Development Programme Delivery Plan outlines an initiative within the K12 education system that aims to enhance accountability and raise standards. Specifically, it focuses on empowering and holding schools accountable for their outcomes.
The initiative involves reviewing the governance structures, current authorities, and resource management mechanisms across all phases and segments of the general education system. The aim is to increase flexibility, promote accountability for educational outcomes, redefine the roles of education leadership and field workers, and optimize the utilization of resources. By clarifying roles and responsibilities and setting standards, this initiative aims to raise the performance level of schools.
According to the same plan, it is stated that the quality and accountability of teachers and school leaders should be heightened to improve the overall quality of the education system. This involves reviewing and implementing programmes aimed at upskilling school leaders, increasing their responsibilities, and holding them accountable for student outcomes. The performance of school leaders is linked to the learning outcomes of their students, further emphasizing the importance of their role in driving educational excellence.
4.3. Teacher assessment by school leaders
The 2021 Regulatory Guide for General Education Schools states that school principals monitor and evaluate the performance of the school's educational and administrative staff through regular visits and provide feedback on their work and activities. Principals may be present in lessons for teachers.
The 2021-2025 Human Capability Development Programme Delivery Plan emphasizes the strategic imperatives of increasing the quality and accountability of teachers and school leaders. This signifies a clear focus on enhancing the overall effectiveness of educators and educational leadership within the system. By prioritizing the improvement of teachers' knowledge, skills, and instructional practices, efforts are made to ensure high-quality teaching and learning experiences for students.
It is one of the duties and responsibilities of the private school principal to evaluate the performance of school staff and provide them with feedback.
This profile was reviewed by the Saudi Ministry of Education with the support of the Permanent Delegation of the Kingdom of Saudi Arabia to UNESCO.
