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 2013 Education Act uses the term “principal”, and it defines it as “the person responsible for the day-to-day management and control of the school”. Additionally, the Act incorporates the term “authorized officer,” signifying either the Secretary, the Director of Education, or a principal within the context of its provisions.
The 2018 Kiribati School Leader Service Standards Framework uses the terms “school leaders,” which includes particularly “principals” and “head-teachers” but may include other educational leaders and managers. The terms are not explicitly defined in the document.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2018 Kiribati School Leader Service Standards Framework, developed by the Kiribati Ministry of Education, incorporates five main school leadership standards: Educational Leadership; Management and Administration; School/Community Relationships and Partnerships; Quality Learning, Teaching and Learning Outcomes, and Professional Development and Capacity Building. The standards consist of twenty-two competencies and eighty-eight progress indicators of school leadership quality. The forward from the Secretary of Education states that the framework can be used as both a self-assessment tool for leaders and as a tool for the Ministry of Education to assess management capacity in Kiribati.
Additionally, in the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to formulate regional standards for school leadership and sector management in the Pacific region. Moreover, it endeavours to facilitate the provision of professional development opportunities targeted at school leaders, middle managers, and senior managers, with a principal focus on enhancing their capabilities to support teachers in meeting the diverse needs of students.
Roles
Setting expectations/objectives: The 2013 Education Act does not identify the key practices of school principals that are related to developing and communicating a shared vision, mission and goals within the school, setting expectations for performance, and informing stakeholders using data for decision making.
Competency 1.1 of the 2018 Kiribati School Leader Service Standards Framework states that the “school leader sets achievable goals, and a clear school vision that is recognized and supported by the community, with strategic action plans for improvement and with ongoing monitoring processes.” Specific progress indicators include the ideas that the school leader’s vision should be aligned to the Ministry’s vision and that goals should promote Kiribati cultural values.
Developing teaching and learning: According to Section 31 of the 2013 Education Act, the school principal is mandated to oversee and guarantee the school's adherence to the national educational framework and the authorized syllabuses for the specific subject areas and year levels offered. Additionally, Standard 4 of the 2018 Kiribati School Leader Service Standards Framework focuses on the role of the school leader in “Quality Learning, Teaching, and Learning Outcomes”. Competency 4.1 specifically states that the “school leader manages and monitors school teaching and learning programs effectively”.
Promoting collaboration: The 2018 Kiribati School Leader Service Standards Framework discusses the role of leaders in promoting collaboration, stating “experienced leaders have structures, policies and processes which are generally systematically established within a collaboratively developed vision”. Competency 3.2 specifically states that a school leader “fosters a strong relationship with key stakeholders from diverse working groups in working together to improve school performance”.
Supporting staff development: The 2013 Education Actdoes not identify the key practices of school principals that relate to monitoring teachers' professional development needs, providing individualized professional support and mentoring opportunities for teachers.
Standard 1 of the 2018 Kiribati School Leader Service Standards Framework (SLSSF) focuses on Educational Leadership. Progress indicator 1.4.1 states that school leaders should ensure that the school has an induction program for new teachers. Standard 4 of the SLSSF focuses on Quality Learning, Teaching and Learning Outcomes with competency 4.4 specifically highlighting the role of the school leader to support teachers in “using diverse teaching methods to improve teaching and learning effectiveness”. Standard 5 of the SLSSF centers on Professional Development and Capacity Building, and outlines the role of the school leader in providing feedback to teachers through classroom observations and in providing relevant school-wide professional development sessions for teachers and staff.
Acting in accordance with the ethical principles of the profession: Progress Indicator 1.4.4 of the 2018 Kiribati School Leader Service Standards Framework states that “the leader models the MoE Code of Conduct and code of ethics effectively in the school”.
In the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to develop, continually update and promote a code of ethics for teachers and school leaders.
Others: According to Section 13 of the 2013 Education Act, the school principal is mandated to maintain an enrollment register for the school and to guarantee the preservation of the recorded particulars in the register for the duration stipulated by the governing regulations.
According to Section 14 of the 2013 Education Act, a school principal is required to formally notify the Director General of Education in writing if they are dissatisfied with the adequacy of arrangements made for the child's future education.
In accordance with Section 17 of the 2013 Education Act, if the school principal holds a reasonable suspicion that a parent is in breach of their responsibilities concerning the enforcement of compulsory enrollment and attendance of their children, the school principal is mandated to issue a formal notice to the parent. Moreover, should the principal, notwithstanding the aforementioned course of action, continue to maintain reasonable grounds for suspecting that the parent remains in violation of their obligations, the principal is duty-bound to report the matter to the police.
Per Section 32 of the 2013 Education Act, the school principal must strictly adhere to the established health and safety standards. Furthermore, it is within their purview to ensure that the physical school environment maintains a state of cleanliness, safety, security, and overall upkeep. In addition, the principal is responsible for ensuring suitable sanitary facilities to meet the school's staff and students' requirements. According to Section 33, should the school principal identify an imminent threat to the health or safety of the school's personnel and students, and should the issue responsible for this hazard be of a nature that precludes immediate resolution, it is the school principal's responsibility to formally propose to the competent authority the temporary closure of the school as a prudent and necessary course of action.
According to Section 35 of the 2013 Education Act, the school principal holds a reasonable belief that a student is harbouring a communicable ailment, the principal is empowered to issue a written notification to the student's parent, stipulating that the student is prohibited from attending school for a designated duration. Furthermore, it is incumbent upon the principal to readmit the student solely upon presenting a medical certificate from a qualified health practitioner attesting to the student's fitness to resume attendance at school.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2013 Education Act does not provide specific qualifications for school principals. However, it clearly states that the application for the registration of a non-government school to the Minister must incorporate the personal details and qualifications of the nominated school principal.
Appointment decision
According to Section 9 of the 2013 Education Act, the Minister may appoint officers of the Ministry to be school inspectors and authorized officers. The latter signifies either the Secretary, the Director of Education, or a principal within the context of provisions of the 2013 Education Act.
Employment equity measures
No information is found.
Working conditions
The National Conditions of Service (NCS) 2020 Edition outline recruitment, pay rates, housing, transport and codes of behaviour, as applicable to education workers and to all employees of the Government, and if necessary, to Statutory Bodies.
2.3. Leadership preparation and training
Pre-service training
The 2013 Education Act does not explicitly reference the provision of pre-service training for school principals.
Induction and in-service training
The 2013 Education Act does not explicitly reference the provision of induction and in-service training of school principals. However, there are voluntary opportunities for in-service training for school leaders through Ministry of Education Initiatives. The Ministry of Education’s Kiribati Teachers College offers a series of free Continuous Professional Development (CPD) initiatives for school leaders (face-to-face and online), as well as qualifications upgrade opportunities provided through Kiribati Teachers College. Australian Aid supported by Kiribati Education Improvement Program (KEIP) and the newly-established Kiribati-Australia Program for Education in Tungaru (EduKAiT) and Minisitry have established the Leading Learning instructional Leadership (LLL) CPD course , which involves a series of three-day workshops, with coaching between events to support actions. Workshop topics include skill-building and ‘school leaders visiting the classrooms of their teachers on a regular basis and giving feedback.... establishing teacher peer learning groups operating about every three weeks and …systematic processes for student achievement data monitoring.. ethical leadership; positive learning environment;positive discipline; equity and disabilities; student-centred learning and leading improvedparent/community participation’.
The primary objective of the 2020-2023 Education Sector Strategic Plan is to provide culturally contextualized and high-calibre education to the youth of Kiribati by emphasizing exemplary leadership, sound governance, effective pedagogy, adequate resource allocation, and robust collaborative partnerships. In pursuit of this mission, the Plan strives to empower island education coordinators (IECs) to support school leaders and educators while assuming leadership roles in the outlying islands. As stipulated in the Plan, a fundamental milestone achieved by the Improving School Effectiveness Team (ISET) of the Ministry of Education is the enhancement of school leaders' and teachers' proficiency through the implementation of Leading Learning instructional Leadership (LLL) training and Continuing Professional Development (CPD) initiatives, aimed at bolstering their capacities. Bilingual education is a priority for school leaders training through CPD initiatives.
Furthermore, according to the 2018-2030 Pacific Regional Education Framework , the PacREF Programme is strategically oriented toward providing sustained assistance. This support will be facilitated through a judicious blend of technical guidance, customized modules tailored to specific contexts for the continual professional growth of teachers and school leaders, evaluation processes, knowledge dissemination, and platforms for shared learning experiences.
3. Teachers, parents and students
3.1. School management committees and boards
According to Section 23 of the 2013 Education Act, a school is authorized to institute its school committee, which may include, among other members, a representative of the school's teaching staff, parents of students enrolled in the school, members of the wider school community, and any individuals as may be specified in accordance with regulations.
The 2013 Education Act does not explicitly reference the roles of the school committee.
3.2. Middle leaders
The 2013 Education Act defines teachers as “registered teachers or persons with limited authority”. As mentioned in Section 3.1 and in Section 23 of the Education Act 2013 , a representative of the school's teaching staff serves as an integral member of a school committee. Furthermore, according to Section 48 of the 2013 Education Act, a registered teacher is involved in the supervision of a person who is required to teach despite lacking registration.
The 2020 National Conditions of Service references a Head of Department Allowance (Education) for “Senior Master and Senior Mistress” and HODs at government senior secondary schools. Details of their responsibilities are not provided.
3.3. Parents
The 2013 Education Act does not make specific reference to parent-teacher associations. Nevertheless, it confers several responsibilities upon parents, encompassing the enforcement of compulsory enrollment and attendance, as well as the selection of an appropriate educational setting for their children. Furthermore, in accordance with Subsection 3.1 and Section 23 of the 2013 Education Act, parents are afforded the opportunity to serve as members of the school committee.
3.4. Students
The 2013 Education Act does not make specific reference to student councils.
4. Governance
4.1. Autonomy of school leaders
Sections 38, 40 and 41 of the 2013 Education Act provide a degree of autonomy to the school principal in establishing regulations governing students' safety, welfare, discipline, and behavioural expectations while on school premises or participating in school-related activities outside the school grounds. These regulations must adhere to certain critical conditions: they are required to be meticulously documented in written form to ensure clarity and transparency in their implementation. Moreover, these rules must align with the provisions outlined within the 2013 Education Act to ensure compliance with the broader legal framework. The principal or responsible authority must ensure discrimination-free disciplinary procedures that respect a student's dignity and rights. Students have a fundamental right to be heard before penalties are imposed. Removal from school, through suspension or expulsion, should be a last resort, with alternative measures explored. Section 43 explains that corporal punishment is strictly prohibited under all circumstances. Furthermore, the principal or responsible authority must not take disciplinary actions against a student who is pregnant or a parent. When addressing disciplinary issues, the principal or relevant authority must choose an appropriate action based on the student's behaviour. Section 43 outlines that disciplinary options include issuing warnings, detention, activity restrictions, meetings to create behaviour plans, counselling, suspension, or expulsion.
Section 69 of the 2013 Education Act protects individuals who perform their duties in good faith, such as the Director of Education or a school principal. This protection shields them from criminal or civil liability for their actions or omissions under the Act.
4.2. Assessment and accountability of school leaders
According to Sections 28 and 29 of the 2013 Education Act, the school principal assumes liability for a financial penalty not exceeding the sum of $2000 under two specific circumstances: first, if they permit any individual to engage in teaching within a school that lacks proper registration as mandated by the Act; and second, if the school imparts education to a child during school hours at a grade level not endorsed within the school's certificate of registration. According to Section 43 of the 2013 Education Act, engagement in corporal punishment by a principal, staff member, or anyone involved in education within a school is a legal offense, carrying a penalty of up to $1,000 or a maximum six-month prison term.
According to Section 30 of the 2013 Education Act, the Director General of Education is vested with the responsibility of monitoring and ensuring the school principal's compliance in overseeing and guaranteeing the school's adherence to the national educational framework and the authorized school syllabus.
According to Section 36 of the 2013 Education Act, a designated school inspector is authorized to assess the performance of the school principal and other staff members. Furthermore, a designated school inspector is authorized to request the cooperation of the school principal in furnishing any requisite assistance essential for the proper execution of the school inspection.
4.3. Teacher assessment by school leaders
According to Section 55 of the 2013 Education Act, the school principal must provide written notification to the Director General of Education when they hold a reasonable belief that a teacher in their employ has breached any provision of this section, is ineligible for registration or limited authority, secured registration or limited authority through deceptive means, had their qualifications revoked, or faced conviction for a serious offence in Kiribati or elsewhere. This notification should be promptly submitted as soon as the school principal becomes aware of the circumstances prompting their belief and should include a comprehensive explanation of the grounds underlying their belief. Furthermore, according to Section 58, the Director General of Education has the authority to appoint a committee to investigate the professional conduct of teachers. This committee comprises three individuals, including one who must be a senior Ministry official or a school principal.
In pursuit of the overarching goal of ensuring that all educational institutions are staffed with highly proficient and qualified educators, the 2020-2023 Education Sector Strategic Plan assigns the responsibility of teacher observations to school leaders and island education coordinators (IECs). This allocation of responsibility facilitates teachers' professional development and evaluates their performance in alignment with national standards.
The 2018 Kiribati School Leader Service Standards Framework also outlines the responsibilities of those in leadership positions for the capacity building and evaluation of teachers according to four main Teacher Service Standards (TSS) pillar areas in The National Teachers’ Service Standards Kiribati 2017-2019 (Teaching and Learning Methods, Teacher Professionalism, Curriculum and Learning Achievement). The 2018 Kiribati School Leader Service Standards Framework in the fifth key standard regarding Professional Development and Capacity Building highlights the role of the school leader annually to support ‘quality teaching using the TSS appraisal process and ensuring that each teacher completes self-appraisal’.
This profile was reviewed by Dr Susanne Owen.
