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
According to the 2007 General Education Act (article 103.1), all schools at the educational levels, preschool, primary, and secondary, as well as special education, are governed by the following governing bodies: A) Unipersonal and B) Collegiate.
The Unipersonal bodies include the director, the secretary, the head of studies, and the head of discipline. In schools with two or more shifts, a deputy director and an assistant head of studies may be appointed.
Collegiate bodies include the school council, the faculty of teachers, the disciplinary council, and didactic seminars.
The director is described as the highest authority of the school.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The functions of the school director are described in the 2007 General Education Act.
Roles
The 2007 General Education Act outlines the role of several school leaders who work together to manage the school. While the director is the official representative of the institution, many leadership tasks are disseminated throughout the leadership team. The director oversees the leadership team and guides them during the decision-making process.
Setting expectations/objectives: The school directors are expected to direct and coordinate all activities of the school. The 2007 General Education Act also mentions the Center’s Annual Plan.
Developing teaching and learning: According to the 2007 General Education Act, the deputy director is responsible for scheduling and developing school, cultural, and service activities following the guidelines of the director or the school council. The Head of Studies organizes and coordinates the academic activities of teachers and students.
Promoting collaboration: The 2007 General Education Act states that the director must provide information about the school to different interested sectors of the community. They should also work to promote good relations between the center and the surrounding institutions.
Supporting staff development: The Head of Studies is responsible for coordinating professional guidance activities without prejudice to the corresponding technical services. Teachers are also required to permanently ensure their own pedagogical improvement.
Acting in accordance with the ethical principles of the profession: The 2007 General Education Act lists the duties and rights of teachers. According to the act, teaching staff must “comply with the provisions on teaching by cooperating with educational authorities to achieve effectiveness in the interest of students and society.”
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2007 General Education Act states that the Ministry of Education, Science and Sports hires directors and deputy directors with the highest academic qualifications. Any mandatory qualifications specific to directors were not found. Teachers, however, must meet the conditions of academic competence, morality, and pedagogical preparation. At the primary level, teachers must have a “diplomated teacher title.” Basic secondary education teachers must have a university degree. Higher education teachers must have a bachelor’s or above.
Appointment decision
According to the 2007 General Education Act (article 105.1), the director is appointed by the Minister of Education, Science, and Sports. The Minister selects a new school director from among the career teachers with the highest academic qualifications as long as they enjoy the support of the pedagogical community.
Employment equity measures
No information was found.
Working conditions
Teachers may be career civil servants, integrated into the special corps or contract personnel.
2.3. Leadership preparation and training
Pre-service training
Information was not found on mandatory training for school leaders. The 2007 General Education Act does state that teachers, at their different levels, must meet adequate pedagogical training. This may be through organizing courses, special courses, or seminars in the pedagogical training schools.
Induction and in-service training
The project 'Improving the quality, equity and inclusivity of the national education system in Equatorial Guinea' (AECID Project 2022/PRYC/000649), has provided in-service training to school leaders. The conference helped participants developed leadership skills such as “interpersonal communication and teamwork; problem-solving and critical thinking; organizational and time management skills; tools for conflict management and negotiation; emotional intelligence; public communication skills; and administrative, economic and human resources management in the centres”.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2007 General Education Act, the school council is the means of participation of the different sectors of the community in the life of the educational institution. The school director serves as the council’s president. Other members include the deputy director, the head of studies, assistant head of students, the president of the neighbourhood community, a representative from the city council, five teachers chosen by the faculty, five representatives of parents and alumni, a representative of the school’s administrative and service staff, the secretary, the deputy secretary, the head of the discipline, and one student for each grade.
3.2. Middle leaders
The 2007 General Education Act outlines several middle-level teachers who are part of the school’s leadership team. The Head of Studies, appointed by the Minister of Education, Sports, and Science, is selected from among career teachers. They are responsible for organizing and coordinating the academic activities of teachers and students. They must ensure compliance with laws and regulations. Furthermore, they coordinate school and professional guidance activities.
3.3. Parents
Parents are represented in the school council.
3.4. Students
According to the 2007 General Education Act, students have the right to actively cooperate in educational work in an appropriate manner and with limits imposed by the age of each educational level. They have the right to participate in the functioning of educational centers. Students are also represented in the school council.
4. Governance
4.1. Autonomy of school leaders
School leaders in Equatorial Guinea are expected to have economic and human resource management skills. The 2007 General Education Act gives the school secretary the responsibility for the organization and administrative and economic management of the center, in accordance with the director’s guidelines.
The act also states that the director may propose the appointment of teachers and school leaders. For members of the school’s leadership team, such as the Head of Studies, the final appointment is conducted by the Minister of Education, Science, and Sports.
4.2. Assessment and accountability of school leaders
Article 158 of the 2007 General Education Act establishes the existence of a General Inspectorate of Education, which, under the authority and responsibility of the Inspector General, will have as its primary purpose the technical inspection of public and private schools in order to guarantee the maximum performance of the national education system. However it remains unclear how school leaders themselves are assessed and held accountable.
4.3. Teacher assessment by school leaders
Information was not found.
