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
A variety of terms are used in reference to school building leaders in Fiji. Fiji’s 1978 Education Act uses the terms “Head Teacher” and “Principal” while the 2020 Handbook of School Management uses the terms “Principal”, “Head Teacher” and “School Head”. The Fiji Schools Leadership Competency Framework 2014 refers to Head Teachers and Principals as School Leaders. The 2023 Denarau Declaration—Fiji National Education Policy Framework 2024 - 2033 refers to leaders of both primary and secondary schools collectively as the “Heads of School”.
The Ministry of Education uses the “Principal” in role descriptions for secondary schools that they have published while using the term “Head Teacher” in the role descriptions for primary schools which they have published. The purpose of both the “Principal” and “Head Teacher” roles described is to “effectively lead, manage, and monitor the overall school planning processes, program delivery, and financial functions, ensuring a safe and conducive learning and teaching environment.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2020 Handbook of School Management describes the role of the Head of School in section A3.3.6. The Ministry of Education (MOE) has also published role descriptions for Head Teachers at primary school based on size: Head Teacher Large Primary School, Head Teacher Medium Primary School and Head Teacher Small Primary School. Role descriptions for Principals at secondary schools are also posted based on school size: Principals of Small Schools, Principals of Medium Schools, and Principals of Large Schools.
The Fiji Schools Leadership Competency Framework 2014 is a tool for self-reflection and leadership improvement, was developed in 2009 by AusAID consultants in partnership with MEHA. A survey conducted in 2014 provided important directions for the 2014 review of the framework. The Fiji SLCF provides an overview of the skills and competencies expected of school leaders. It defines the many roles of school leaders and the competencies they need to perform to meet national school leadership standards. There are 4 dimensions of the School Leaders' work in the Framework: School leadership; School management; Student Learning; and Community Partnership. Each dimension is divided into three tasks which represent key areas of responsibilities and school leader functions within the school.
- School Leadership improves the quality of learning outcomes for all students through the development and implementation of strategic decisions and policies within the school. The three key tasks to demonstrate competency in school leadership include leadership for people, planning, and education.
- School Management enhances quality of learning of all students through effective management of school human resources, physical resources, and financial resources.
- The dimension of Student Learning includes high expectations of student achievements through monitoring and evaluation of teaching effectiveness and learning outcomes, teacher professional development, and create learning culture within the school community.
- Community Partnership learning outcomes for all students to improve through respect, caring, cooperation, and peaceful integration of all within and outside the school community, building relationships and understanding with the community at large to improve student outcomes.
Fiji is also part of the Pacific Regional Principal Standards, though it is unclear if it is mandated to be followed. The 2023 Denarau Declaration—Fiji National Education Policy Framework 2024 - 2033 proposes the development of a new Leader Competency Framework for Fiji that is aligned to the Regional Framework, under the declaration’s Thematic Area 2: Teacher Profession and Leadership.
Roles
Setting expectations/objectives: According to the 2020 Handbook of School Management, the School Head works in partnership with the School Management Committee to develop the strategic plan, annual plan and budget for the school. The Master School Plan includes “the school’s vision, mission, educational goals and priorities, considering targets for school attendance, reducing chronic absence, retention of students and achievement of educational outcomes; the key strategies to achieve the educational goals and priorities; (e.g. improving exam results, supporting all students individually in the School); the School’s buildings and facilities plan; the allocation of physical and financial resources to the School’s educational programs and facilities; the link between the school plan and the Ministry of Education’s (MOE) Strategic Plan; the School’s annual operational plan; and a budget for implementation of the annual plan.”
Developing teaching and learning: One of the main responsibilities of the school head is “leading, guiding, monitoring, delivering and reporting of the implementation of the Fiji National Curriculum Framework and other organized school-based programs for improvement in student performance.” They provide professional guidance to staff and stakeholders to ensure consistent and appropriate teaching and learning practices are maintained. The Ministry of Education (MOE’s) role description for Principals states that they optimise the school’s financial, physical and human resources through sound management practices and organizational systems to achieve the MOE´s vision, goals and objectives of student-centered learning.
Promoting collaboration: One of the roles of a school head described in the 2020 Handbook of School Management is “establishing and sustaining effective, constructive and respectful relationship within the School, with parents and the wider community.” The collaborative relationship with the school management committee is also critical as the school head works together with the committee on various issues such as long-term planning, operational planning, and financial management. The school head also must communicate with staff, managers, committee members and parents about information regarding the school and the Ministry’s policies. The Ministry’s role description for principals includes “establishing and sustaining effective, constructive and respectful relationships within the school, with parents and the wider community.”
Supporting staff development: According to the 2020 Handbook of School Management, the Head of School is responsible for providing professional guidance to to all staff and stakeholders to “ensure consistent and appropriate teaching and learning practices are maintained. Similarly, according to the MOE, key duties of the principal include “Monitoring teachers´ performance and providing developmental feedback for teachers.” Previous role descriptions state that key duties of the Vice Principal includes “Coaching and mentoring teaching staff, building their professional capacity and ensuring consistent and appropriate teaching and learning practices.” This includes “observing, monitoring, and reporting on Coaching and mentoring teaching staff, building their professional capacity and ensuring consistent and appropriate teaching and learning practices.” For principals of small and medium schools, key duties include providing professional guidance and management for staff. Furthermore, principals should demonstrate skills in leading and motivating educators as well as having the ability to effectively manage, coach, develop and motivate teams with staff at different levels and from different backgrounds.
Acting in accordance with the ethical principles of the profession: All members of the School Management Committee, including the school head, must abide by a code of ethics at all times when performing their duties. Part of this code includes acting lawfully and ensuring respect for persons and rights. The role description of principalship also states that principals are responsible and accountable for respecting and uphold the ethos of the school. Additionally, the applicant must have a personal character and background that demonstrates a commitment to the Ministry of Education Child Safety Policy, Public Service Values and Code of Conduct.
Other: Principals and Heads of Schools are also expected to share teaching loads. The Head Teacher of a small primary school is required to share half of a full teaching load, the Head Teacher of a medium primary school is required to share a quarter of a full teaching load while the Head Teacher of a large primary school will be sharing 20 per cent of a full teaching load. The Principal of a small secondary school will be required to share half of the full teaching load, the Principal of a medium secondary school is now required to share a quarter of the teaching load while the Principal of a large secondary school will be sharing 20 per cent of the full teaching load.
According to the Ministry of Education (MoE) Policy on Behaviour Management in Schools, School Heads are expected to create and maintain a safe and conducive learning environment for the effective management of student behaviour. School heads are to develop a school-based Behaviour Management Policy that reflects the full intent of the MoE Policy. The school head in liaison with the relevant District Education Office shall work with parents and the community to help address behavioural management issues in schools.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The Ministry of Education (MOE) has different degree requirements and prior teaching experience depending on the size of the school and whether it is a primary or secondary school.
The role description for Principals of Small Schools states that principals must be eligible for or have full registration with the Fiji Teacher Registration Authority. They must have a Bachelors in Education or a revelevant subject or a Bachelors Degree with a Graduate Certificate in Education and a Postgraduate qualification in a relevant area. Knowledge and Experience required include having at least 15 years of teaching experience and at least 10 years of experience in educational leadership roles. Principals should also have a working knowledge of classroom-based assessment and evaluation as well as knowledge of the curriculum. To become a Principal the following is highly regarded: Masters of Education qualifications, post-graduate educational leadership and/or management qualifications; and rural service. Furthermore, principals of medium schools must have at least 18 years of teaching experience, and 12 years of experience in educational leadership roles.
Head teachers at primary-level schools have similar requirements based on school size. Head teachers at a Small Primary School must have at least three years of teaching experience and at least two years of experience in educational leadership roles. Head teachers at a Medium Primary School are required to have at least eight years of teaching experience and three years’ experience in educational leadership roles. Finally, Head Teachers at a Large Primary School must have at least ten years of teaching experience, and five years of experience in educational leadership roles.
Appointment decision
Fijian principals are mostly appointed on the basis of their teaching records and experience. The Ministry of Education (MOE)’s has developed role descriptions for Principals of Small Schools and Principals of Medium Schools which shows the requirements necessary to ascend to the role. Principals are selected through its Open Merit Recruitment Selection System and assigned to schools by the government. The selection system utilizes a selection panel comprised of a minimum of three members, all of which must be at or above the level of the position, one of which is the director or supervisor for the position. Selection tools may include: “long listing, shortlisting, interview, aptitude testing, skills-based testing, work samples, presentations to demonstrate skills/knowledge, assessment centres.” The Permanent Secretary approves the decision.
Employment equity measures
There are no equity measures that specifically target school leadership. However, the 2020 Handbook of School Management states that gender equality should be considered when electing members, one of which is the Head of School. The committee should encourage diversity, people of all ages, people of different religions, and people with disability. The selection panel for recruitment selection also must consider gender diversity.
Working conditions
The 1978 Education Act mentions a Principals’ Association. Role descriptions for principalships also outline the position level and salary range. Applicants must be Fijian Citizens under the age of 60. Fijian principals are considered civil servants and are not bound by contracts.
2.3. Leadership preparation and training
Pre-service training
Fijian principals have no specific job training before they start their careers as principals. There are no pre-service leadership development programmes such as aspiring principal preparation programmes offered through local colleges or universities for experienced teachers who wish to take on school leadership roles. The University of the South Pacific (USP) offers a diploma programme in Educational Leadership and Change; the University of Fiji offers an accredited Masters in Educational Leadership. Neither is mandated for aspiring principals.
Induction and in-service training
The Ministry of Education’s Policy on Professional Development states that the ministry should “provide an ongoing programme of PD designed to address the needs of MoE requirement of its school leaders.” By encouraging and supporting professional development activities the ministry aims to support the staff in building their organizational knowledge and skills; obtaining and maintaining currency in PD and skills; enhancing their career prospects; and improving their leadership and management capabilities. School leaders are not mandated to attend and may chose to attend if they are free or wish to increase their knowledge on the topic.
3. Teachers, parents and students
3.1. School management committees and boards
The 1978 Education Act states that, “The management of every registered and recognized school or group of schools shall be vested in a properly constituted controlling authority which shall appoint a manager.” The 2020 Handbook of School Management uses the term “School Management Committee” (SMC) and defines it as a “group of people who are elected or appointed by the trustees as per the school constitution (which) are responsible for registering the school and providing oversight in the management of the school”. Responsibilities of the School Management Committee fall under three areas: decision-making, long-term planning, and operational planning and financial management. The composition of the committee is determined in the school constitution and generally includes the following positions: a Chairperson/President, the Vice Chairperson/ Vice President; the School Manager; a Treasurer; a Secretary/ Assistant Secretary, the School Head, a PTFA Representative and an Old Scholars Representative, among others. Part of the role of the chairperson/president is to encourage equity and diversity of members in the SMC. The Handbook also states that gender equality should be considered when electing members.
3.2. Middle leaders
Middle leaders in Fiji include Heads of Department and those appointed by the Head Teacher to have additional responsibilities such as a Literacy and Numeracy Coordinator. The Ministry of Education (MOE) has also posted role descriptions for each. For example, the responsibilities of Department Heads include: “Leading, guiding, monitoring, delivering and reporting on the implementation of the Fiji National Curriculum Framework...; Providing professional guidance for all staff and stakeholders to ensure that consistent and appropriate teaching and learning practices are maintained; monitoring, assessing and reporting on student learning to improve learning and teaching programme outcomes; and monitoring teachers´ performance and providing developmental feedback for teachers.” Head teachers must have at least eight years of teaching experience and at least three years of experience in educational leadership roles.
3.3. Parents
The Parental Engagement Framework and Strategies by the Ministry of Education highlights the importance of parental engagement and identifies important strategies to enhance this. School Heads are to facilitate dialogue with Parents/guardians to ensure regular communication is developed and maintained in order to strengthen the relationship between the parents, school, and the teachers.
In Fiji, schools have Parent Teacher Friends Associations (PTFA). The 2020 Handbook of School Management emphasizes the importance of the quality of partnerships between the school and its various individuals and groups. The roles and responsibilities of PTFA are to: “support the School Head in promoting education of their children; attend the Annual General Meeting (AGM) and participate in discussions on the SMC’s achievements and financial management; participate in elections for SMC positions when required; review materials that are distributed by School Heads and SMCs (eg. Newsletters and other communications); and support activities that promote communication between the school and home, and that encourages parental involvement in the school.”
3.4. Students
No information was found regarding student councils in national laws, policies, strategies or frameworks.
4. Governance
4.1. Autonomy of school leaders
According to the 2020 Handbook of School Management, the school head advises the School Management Committee of staffing and other resources required; however, they do not make hiring decisions. The school head is able to appoint ancillary staff using grant funds; so long as working conditions, leave, and wages are consistent with the ministry’s policy. The school head also reviews the allocation of the school budget, makes recommendations to the committee, and is accountable for the management of school assets and finances. The school head approves all proposed payments and financial reports. Principals are asked to “actively contribute to corporate requirements of the Ministry including planning, budgeting, discipline and staff selection activities when required.”
4.2. Assessment and accountability of school leaders
The Ministry of Education (MOE)’s role description for Principals of Small Schools and Principals of Medium Schools states that principals report to the Director Secondary through the Divisional Education Officer. Performance is measured through the following indicators: “1. Documented quality monitoring of classroom delivery which meets planned school outcomes, including maintaining a
high standard of English across the school; 2. Annual improvement or maintenance of existing high standards in internal and external assessments and examination results in the school; 3. High standard of teaching in a subject delivered in accordance with the curriculum; 4. The school´s physical, financial, human and material resources are managed with standard procedures; 5. Active contribution to the corporate goals of the Ministry including promotion and implementation of all corporate and educational policies of the Ministry.” Heads of schools are appraised by an education officer, their vice/assistant principal or assistant head teacher, two randomly selected staff and the school manager through a ‘360-degree school leadership survey’.
4.3. Teacher assessment by school leaders
The Ministry of Education (MOE)’s role description for Principals of Small Schools and Principals of Medium Schools outlines key duties of principals, including “Monitoring teachers´ performance and the performance of all other school leaders and providing developmental feedback.”
School leaders undertake the Annual Perfomance Assessment (APA) of teachers using the performance assessment template and rubrics provided by the Ministry of Education. The assessment is evidence based against the Individual Work Plan (aligned to the Operational Plan), measuring performance against Key Performance Indicators, the Code of Conduct and Core Capability requirements. Assessment results are not final until ratified through the Ministry Performance Moderation Committee, in accordance with the Performance Management Guideline. School leaders also conduct teacher assessment and provide feedback through class visits, and inspection of teachers’ workbooks and lesson plans, as mentioned in the Fiji SLCF 2014.
This profile was reviewed by national expert Dr. Mohini Devi of the University of Fiji and Dr. Husnaeen Jasmine Hussain, Assistant professor at Fiji National University.
