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
Government policy and strategy documents, including the 2011 School Management Manual (revised in 2017), 2008 School Review Handbook, and 2016-30 Education Sector Policy refer to headteachers for lower basic schools and principals for upper basic and secondary schools. The 2023 Revised Scheme of Service (SOS) for the Teaching Cadre introduced new terms in response to the reclassification of schools across the country, ensuring that school leaders are assigned to schools in accordance with their status. Lower basic schools are classified into A-E, and their leaders are referred to as Headmaster/Mistress Class (A-E), upper basic schools are referred to as Head Master UBS Category (I-V), basic cycle schools are referred to as HM I – III, mainstream senior secondary schools as Principals (I-V), and senior secondary schools board as Principal. As of September 2024, there are no unclassified schools in the Gambia, with all heads designated and posted accordingly.
According to the 2011 School Management Manual, the purpose of school management is to facilitate effective teaching and learning through effective methods, routine, calculation, statistics, planning and organisation. This is distinguished from school leadership, which the manual describes is a form of school management focused on ‘personality and vision’. Theoretically, these terms (management and leadership) are distinguished in policy, however, in practice, the terms are used interchangeably in the context of school leadership in the Gambia.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Gambia Teacher and School Leader Competency Framework has been developed but not yet published or implemented. The fourth stage for head teachers has a different set of four competencies and sub-competencies related to leadership, management, and communications: 1: Strategic leadership; 2: Educational leadership; 3: Management; and 4: Communication and Relationships. The 2016-30 Education Sector Strategic Plan endorses the development of professional standards and competencies for teachers and school leaders.
The 2011 School Management Manual (revised in 2015 and 2020) for lower basic, basic cycle and upper basic schools, was developed by the Ministry of Basic and Secondary Education as ministry policy to assist school managers and stakeholders in better manage schools for effective teaching and learning. The responsibilities and roles of the headteacher, the Parent Teacher Association, the School Management Committee, and its sub-committees are all described in detail in the manual, which should be read in conjunction with the 2008 School Review Handbook, which provides checklists and supporting documentation to support the headteacher and the School Management Committee in their work on school improvement. The purpose of this manual is to guide school leaders in discharging their respective duties, providing detailed instructions and guidance on the proper management of lower basic, basic cycle and upper basic schools.
The 2023 Revised Scheme of Service additionally provides a detailed guide for school leaders in discharging their duties (see pages 18-21), while the 2011 Quality Assurance Framework, which outlines plans for strengthening the quality of basic and secondary education in The Gambia, also describes several roles for head teachers. The Minimum Standards for Basic Schools, which guide the administration of schools for basic and senior secondary level additionally cover standards in ‘leadership and management’.
Roles
Setting expectations/objectives: According to the 2011 School Management Manual, the headteacher, in collaboration with a member of the School Management Committee and one or two parents or teachers, leads the development of the school’s vision statement and plan. The school vision must address national priorities and objectives and have clear objectives that spell out the intentions and direction of the school’s development agenda by being specific, measurable, attainable, realistic and time-bound. Upon development of the school vision, school leaders, in collaboration with relevant stakeholders, are additionally expected to develop a mission statement. This is considered a step between the vision and school improvement. Each school vision is submitted to the regional office for evaluation.
Head teacher competency 1 outlines roles related to strategic leadership. According to the 2011 Quality Assurance Framework, the head teacher should ensure that school improvement planning is focused on issues affecting the quality of teaching and learning.
Head teachers are overall responsible for the development, implementation and enforcement of the vision, mission, and school policies, as described in the 2023 Scheme of Service.
Developing teaching and learning: The headteacher has several roles related to the development of teaching and learning in the 2011 School Management Manual. These include being responsible for class observation, curriculum management, day-to-day supervision, and formal monitoring of student and staff performance. The monitoring of student achievement is especially highlighted, through test and examination results at different levels, student behavior and attitudes, and completion rates. The headteacher is responsible for developing policies for assessing student achievement, as well as gathering and using information on student achievement. Specifically, the headteacher, with the support of senior staff, is expected to collect and analyze student performance; use the data analysis to identify trends and assess strengths and areas for improvement; and agree on priorities and targets for improvement, to be defined in the school development plan. Headteachers should be able to provide vital data to stakeholders when requested, including analysed performance data.
The 2008 School Review Handbook additionally emphasises that headteachers should monitor curriculum coverage through teacher records, student assessment, student work, overall time allocated to core subjects, the quality of teaching and learning, and reasons for gaps in the curriculum.
The most important role of the head teacher in the 2011 Quality Assurance Framework is to ensure that high-quality teaching and learning takes place in the school. This includes responsibility for analysing student data (results, attendance etc.) to identify areas of strength and for development.
Promoting collaboration: Head teacher collaboration and creation of effective teams with the staff, community, students, and the school management committee, is often highlighted in the 2011 School Management Manual in terms of delegation, empowerment, fostering relationships, encouraging increased community participation in decision-making matters and in matters which affect each member directly. Head teachers are expected to organize open days days to inform parents about the progress of their children (e.g. individual meetings between parents and teachers to discuss student progress, visits to classrooms). Individual record cards must additionally be maintained and distributed to parents/guardians and analysed results discussed with students and parents/guardians. The headteacher is also expected to promote links with organisations and structures (governmental and non-governmental) which can help the school’s development.
Furthermore, the 2012 Participatory Performance Monitoring Handbook mandated a participatory approach in school management where stakeholders are encouraged to collaborate with headteachers to ensure quality in education. These collaborative efforts are manifested in the annual School Performance Monitoring Meeting. Additionally, the head is expected to collaborate with the cluster monitor to analyze the school’s performance data and assist stakeholders to identify the strengths and areas for improvement.
One of the head teacher competencies outlined in the Teacher Competency Framework similarly relates to communication and establishing relationships.
Supporting staff development: According to the 2011 School Management Manual, headteachers and senior staff are responsible for carrying out teacher observation and feedback in a spirit of support. One of the major responsibilities of headteachers (supported by senior teachers, cluster monitors and the School Management Committee) is developing professional development plans for staff, ensuring that all teachers continue to develop professionally throughout their teaching careers. The headteacher is generally responsible for the overall management of the teaching and support staff, including general discipline, professional development, formal performance management, and day-to-day supervision.
The 2011 Quality Assurance Framework similarly includes several details related to the internal monitoring and capacity building of teachers by head teachers, including regular classroom observations, feedback discussions, guidance, and organization of school-based training. The head teacher is overall responsible for promoting continuous professional development in the school, which includes developing a continuous professional development program each year to meet the specific teaching and learning needs of the school.
Acting in accordance with the ethical principles of the profession: The 2013 Code of Conduct for the Civil Service sets out the general expectations and ethical code for all those employed by the Gambian government, including headteachers. Given the nature of the teaching service within the overall civil service structure, the Education Act encourages the creation of additional, issue-specific policies for schools, such as codes of conduct for teachers, including headteachers, and students. All staff employed in schools must also adhere to the Policy Guidelines and Regulations on Sexual Misconduct and Harassment in Gambian Educational Institutions.
Others: There are several additional roles for headteachers outlined in the 2011 School Management Manual, including managing teachers’ attendance and punctuality, managing staff discipline, developing school timetables, keeping enrolment records, managing school nutrition programs, establishing guidance and counselling systems, and providing vital data to stakeholders when requested (such as attendance data). The 2023 revised Scheme of Service equally provides additional roles for school leaders.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The minimum qualifications for appointment to any post in the public service (including teachers and head teachers) are stipulated in the 2023 revised Scheme of Service applicable to that post, as described in the 2013 General Orders for the Public Service. The 2021 Job Descriptions for the Ministry of Basic And Secondary Education Educational Administrative Cadre and the 2023 Scheme of Service describe the qualifications for headmasters and principals, who are fully qualified teachers that have been promoted to a head teacher or principal position with the required years of experience and qualifications defined by the Ministry.
The revised Scheme of Service aims to professionalize school management, and establish standards for recruitment, training and advancement within the career structure on the basis of qualifications, merit and ability. Teachers are promoted based on merit/competence, results, experience, and qualifications. The revised scheme placed headteachers and principals in different classes (A-E, I-V, I-II, and Principal), depending on the education level and school enrolment. See the qualifications / experience required for each education level and class/category below.
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Lower basic school (LBS) |
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|
Class (enrolment) |
Minimum qualification / experience |
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E |
A candidate for appointment as Headmaster Class (E) LBS, must be a professional teacher who has acquired not less than 14 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. A minimum qualification is a master’s degree in education or its related field with 10 years of managerial/teaching experience. |
|
D |
A candidate for appointment as Headmaster Class (D) LBS, must be a professional teacher who has acquired not less than 12 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a master’s degree in education or its related field with 12 years of managerial/teaching experience. |
|
C |
A candidate for appointment as Headmaster/Mistress Class (C) LBS, must be a professional teacher who has acquired not less than 10 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree in education or its related field with 10 years of managerial/teaching experience. |
|
B |
A candidate for appointment as Headmaster/Mistress Class (B) LBS, must be a professional teacher who has acquired not less than 8 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree in education or its related field with 8 years of managerial/teaching experience. |
|
A |
A candidate for appointment as Headmaster/Mistress Class (A) LBS, must be a professional teacher who has acquired not less than 6 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree in education or its related field with 6 years of managerial/teaching experience. |
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Upper basic schools (UBS) |
|
|
Category (enrolment) |
Minimum qualifications / experience |
|
V |
A candidate for appointment as, Head Master UBS Category (V) must be a professional teacher who has acquired not less than 14 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial and work experience. The minimum qualification is a master’s degree in education or its related field with 10 years of managerial/teaching experience. |
|
IV |
A candidate for appointment as HM UBS Category (IV) must be a professional teacher who has acquired not less than 12 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a master’s degree in education or its related field with 10 years of managerial/teaching experience. |
|
III |
A candidate for appointment as, HM UBS Category (III) must be a professional teacher who has acquired not less than 10 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a master’s degree in education or its related field with 12 years of managerial/teaching experience. |
|
II |
A candidate for appointment as HM Category (II) must be a professional teacher who has acquired not less than 8 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree or its equivalent with 10 years of managerial or work experience. |
|
I |
A candidate for appointment as HM UBS Category (I) must be a professional teacher who has acquired not less than 6 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree or its equivalent with 8 years of teaching/managerial or work experience. |
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Senior secondary school (SSS) |
|
|
Category (enrolment) |
Minimum qualifications / experience |
|
V |
A candidate for appointment as, Principal SSS Category (V) must be a professional teacher who has acquired not less than 14 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial and work experience roles. The minimum qualification is a master’s degree or its equivalent with 10 years of managerial/teaching or work experience. |
|
IV |
A candidate for appointment as Principal SSS Category (IV) must be a professional teacher who has acquired not less than 12 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a master’s degree or its equivalent with 10 years of managerial experience. |
|
III |
A candidate for appointment as, Principal SSS Category (III) must be a professional teacher who has acquired not less than 10 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a master’s degree or its equivalent with 12 years of managerial or work experience. |
|
II |
A candidate for appointment as Principal SSS Category (II) must be a professional teacher who has acquired not less than 8 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree or its equivalent with 10 years of managerial or work experience. |
|
I |
A candidate for appointment as Principal SSS Category (I) must be a professional teacher who has acquired not less than 6 years of practical experience as a qualified teacher. Emphasis is placed on proven performance in relevant managerial roles. The minimum qualification is a bachelor’s degree or its equivalent with 8 years of teaching/managerial experience. |
Source: Revised Scheme of Service for the Teaching Cadre (2023)
Appointment decision
The Public Service Commission is responsible for the appointments, promotions, transfers, and terminations of all public servants, including head teachers/principals, as described in the 1991 Public Service Act, 2013 General Orders for the Public Service and Personnel Procedures Manual. This process applies to all teachers and headteachers, except for teachers in Grades 6-8, who are appointed by the Committee for Promotion, Appointment and Discipline of Teachers in the Ministry of Basic and Secondary Education. Candidates for appointment are required to submit applications to the Public Service Commission, satisfactory evidence that they fulfil the minimum requirements for appointment to the post, and letters of recommendations. They may be required to attend an interview as part of the selection process and/or take part in a written test. All appointments are subject to a probationary period of one year.
Employment equity measures
The 2010-20 National Gender Policy supports lobbying for the appointment of at least 30% of women in decision-making positions in all sectors. In its education-specific objectives, it supports advocating for equal opportunities for training and promoting women and men teachers for managerial positions at all education levels, similar to the 2010-20 Gender and Women Empowerment Policy.
The 2010-20 Gender and Women Empowerment Policy aims to take measures to ensure women’s equal access to and full participation in governance structures, leadership and decision-making. Moreover, the 2016-30 Education Sector Policy equally emphasizes gender responsiveness in leadership and decision-making.
Working conditions
Head teachers, principals and teachers in public basic and senior secondary education are government employees bound by the civil service rules and conditions of service in addition to the regulations made by the Ministry of Basic and Secondary Education. As civil servants, all headteachers in The Gambia are bound by a number of statutory documents, listed in the Human Resources Department Policy. The Gambia Civil Service: Scheme of Service Teachers Cadre makes additional provisions that are specific to teachers.
The 1991 Public Service Act, which provides a regulatory framework for the efficient and effective functioning of the entire public service, specifies that public service officers may be employed on permanent or contract terms. A contract is defined ‘as an appointment for a specified period at the end of which the person appointed shall be entitled to a gratuity’, whereas a person on a permanent appointment means ‘an appointment which entitles the person appointed to a pension’. According to the 2013 General Orders for the Public Service, every letter of appointment to the public service should specify the terms of the appointment or promotion, whether it is temporary or permanent, pensionable or not, the grade applicable to the post, and the salary payable.
Like all civil servants, headteachers are remunerated using the government-integrated pay scale, with the main differences between contract teachers and regular teachers based on qualifications and status/responsibility. The Gambia Civil Service: Scheme of Service Teachers Cadre categorizes schools for determining the cadre and salary grade levels in the schools. The cadre remains roughly the same for all teachers but with slight differences in salary grades depending on the category or the school they are with. Headmasters are salary grade 8, while deputy headmasters are salary grade 7 (upper half of scale). Apart from their salaries, teachers receive other allowances based on where they are posted and their status. Private schools determine their own salaries depending on their level and their financial resources.
The Association of Lower Basic School Headteachers represents the interests of headteachers in lower basic schools in The Gambia. The Gambia Teachers' Union (GTU), founded in 1937, is the umbrella body of all teachers and education workers in The Gambia. . As a worker’s union, the body engages the government through the Ministry of Basic and Secondary Education on policy matters and the welfare of those in the teaching profession. According to the 2004-15 Education Policy, all senior secondary school principals are required to register with the Conference of Principals, which serves as a link between the Department of Secondary Education and the heads of schools at this level.
2.3. Leadership preparation and training
Pre-service training
There is no pre-service training provision for aspiring headteachers/principals.
Induction and in-service training
The 2016-30 Education Sector Strategic Plan and 2016-30 Education Sector Policy aim for training workshops and other professional development activities to be conducted for school heads on computer and information literacy, the early grade numeracy program, the national languages reading program, and literacy development. Both documents generally support ongoing leadership training for headteachers. The 2016-30 Education Sector Strategic Plans aims to increase the number of headteachers with a certificate in management, while the Gambian Management Development Institute offers a one-year full-time training in school management and leadership to school leaders. The 2011 Quality Assurance Framework similarly aims towards ongoing training for head teachers, ideally once per term. Continuous professional development for headteachers emphasized is coordinated by regional education directorates under the theme School Management Training. This is done in response to a need identified during the directorates’ and cluster monitors’ routine monthly school visits.
Head teachers of basic schools additionally undergo a one-year full-time professional training in school management and leadership at The Gambian Management Development Institute. The training is a two-semester full-time program during which head teachers are relieved of their duties. The MDI Handbook on School Management and Administration for Lower Basic, Basic Circle and Upper Basic School Managers lists 16 modules, including Curriculum Management and Implementation; Human Resource Management; Educational Technology and ICT; Gender Issues in Education; Continuous Professional Development for School Managers; Leadership and Professional Ethics; Financial Management; Governance of Schools; Inclusive Education; Research Methods; Health and Safety in School Management; Guidance and Counselling; Communications Strategy in Education Planning; Principles and Practice of School Management; Records Management, Report Writing and Monitoring of School Effectiveness; and Project Management.
The 2004-15 Education Policy also supported the skills enhancement for school managers, stating that management training will be provided for school heads at all levels to equip them with knowledge of the Education Act, the General Orders and help put them into practice.
3. Teachers, parents and students
3.1. School management committees and boards
Community participation has been an integral part of the Gambia’s school system, with the government viewing it as essential for every stakeholder in the school to feel they have a responsibility in helping to manage and develop the school. The School Management Committee, Parent Teacher Association, and Mothers’ Club are all essential in this role. The establishment of the School Management Committee is a policy mandate, with all schools (public, private, and grand-aided) mandated to constitute a committee to monitor the school operations.
The 2011 School Management Manual defines the composition and functioning of the School Management Committee and its sub-committees. Headteachers are responsible for establishing school management committees, facilitating their election, and ensuring strong teacher and student representation on sub-committees where their expertise is particularly valuable.
The School Management Committee, headed by the elected chairperson, is responsible for keeping oversight on the work of the various sub-committees; reporting to the Parent Teacher Association (PTA) and other interested community members and stakeholders on the work of the sub-committees; leading the school’s development; ensuring that sub-committees consult with the PTA and other interested community members; fundraising for the school; and performing any other responsibilities as assigned by the PTA. Members of the School Management Committee are elected from within the PTA or the study body and include parents, teachers, and community members. The headteacher serves as the Secretary to the School Management Committee.
Details on the SMC’s role can be found in the third revised version of the 2017 School Management Manual. The School Management Committee should try to get a wide range of community members involved in the Parent Teacher Association, with special attention to groups who may have been excluded before, such as women and members of ethnic minority groups. To ensure gender parity in the School Management Committee, at least one-third of the School Management Committee should be females for the first year, whilst ultimately striving to increase gender representation to 50%. This is similarly stated in the 2008 School Review Handbook, which aims for 50% of School Management Committee members to be women. Initially, at least 33% (one-third) of School Management Committee members must be women. Where there is a mothers’ club in the community, it is also considered good practice to have at least one representative on the School Management Committee and in each of the sub-committees. The 2016-30 Education Sector Strategic Plan and 2016-30 Education Sector Policy further aim for every senior secondary school to be governed by a gender-responsive board of governors as per the Education Act.
Six sub-committees should also be established in each school under the School Management Committee.
The Leadership and Management Committee manages school finances; ensures student enrolment, attendance and punctuality; develops and presents the school development plan with inputs from other sub-committees; and suggests resource mobilisation activities.
The Community Participation Committee organizes programs to involve parents in school activities; mediates between members in the case of dispute; supports the establishment and functioning of mothers’ clubs and alternative mechanisms for enhancing the participation of fathers in the activities of the school; and ensures adequate and effective participation of the community in the formulation of the school development plans.
The Curriculum Management Committee reviews the delivery and coverage of the curriculum; oversees the proper delivery of the school timetable; assists in resource mobilisation for curriculum development issues; and advises the School Management Committee on the development of a homework policy, monitoring its implementation.
The Teachers’ Professional Development Committee ensures the existence of an induction program for new teachers; encourages all teacher trainees in the completion of their studies; identifies relevant training needs for staff; and develops a staff discipline and grievance procedure with the School Management Committee.
The Teaching and Learning Resources Committee manages teaching and learning resources; ensures equitable utilisation of the school’s teaching and learning materials; develops and enforces policies on the use and upkeep of teaching and learning materials; facilitates the training of teachers in the development and production of relevant teaching and learning materials; and assists in the acquisition of teaching and learning materials.
Finally, the Learner Welfare and School Environment Committee is responsible for promoting a safe and healthy school environment; developing a student discipline policy; managing school premises; and managing the school feeding program.
3.2. Middle leaders
School leadership in Gambian schools follows a distributive/shared leadership approach where leadership responsibilities are not handled by the headteacher or principals alone, but are shared among the School Management Team (SMT), which includes deputies, senior masters, and other senior teachers where necessary.
The 2011 School Management Manual outlines the role of senior teachers in schools, which are delegated some headteacher responsibilities, such as administrative tasks, classroom observations and teacher mentorship. The headteacher then monitors that these duties are being carried out by regular meetings with the senior management team, where they ask for evidence of what has been done, and get feedback on the functioning of the school, including administration, curriculum implementation, teaching and learning, and student progress. Additionally, senior teachers are assigned mentoring and coaching roles for teacher trainees and unqualified teachers.
3.3. Parents
Parents play a crucial role in ensuring quality in schools. The 2011 School Management Manual describes the role and composition of the Parent Teacher Association (PTA) at each school, in accordance with the Parent Teacher Association (PTA) Constitution. PTAs co-operate closely with the headteacher in all aspects of school development and management. The 2004-15 Education Policy similarly states that Parent Teacher Association (PTA) committees will be formed at school and regional levels, with their composition including teachers, parents, students and community members with emphasis on gender equity.
The objectives for the establishment of PTAs are to foster community ownership and participation in the management of schools; facilitate the smooth running and continuous development of schools; and facilitate cordial relationships between the school and the community. Members include parents, guardians, and teachers. Students can also be members of the PTA but may be co-opted into sub-committees of the School Management Committee.
The PTA is responsible for the general management of the school; suggesting learning materials; facilitating increased enrolment and retention rates (particularly for girls), managing and participating in all school development activities; participating in the identification and recruitment of non-teaching staff; formulating school rules and regulations; and managing school accounts and finances.
3.4. Students
Headteachers/principals are expected to ensure the establishment of student councils in their schools, with both genders represented. The cluster monitors are responsible for advising the heads of schools on the importance and establishment of student councils, as described in the 2011 Cluster Monitor’s Manual.
The establishment of student health clubs or committees is also supported by the 2011 School Management Manual. Activities include overseeing school safety and safety in students’ journeys to school; organising elections for health monitors for each class; promoting gardening and tree-planting; and monitoring the cleanliness of water and food sold by vendors at school. Additionally, students are important stakeholders in the preparation of the School Performance Monitoring Meeting by disseminating information to parents/guardians. The head boy and head girl, as student representatives, are active participants in the said meeting.
4. Governance
4.1. Autonomy of school leaders
The headteacher has overall responsibility for the management, delivery and implementation of the national curriculum, ensuring all core and non-core subjects receive enough emphasis in terms of the number of periods as per the curriculum framework, and that lessons are properly planned, through checking, commenting and signing schemes of work and lesson plans. Lesson plans are guided by the syllabus and teachers’ guides. Teachers can prepare teaching materials and plan the methods and pedagogical approaches they will use. The headmaster/mistress/principal of the school has overall responsibility for all matters related to teaching and learning and, therefore, student achievement. They have the autonomy to adopt a pedagogical approach best suited to their schools, and develop flexible school calendars corresponding to the regional calendar.
Head teachers are not involved in decisions about staffing levels (they do not have authority to hire a teacher), but they do have a key responsibility in helping to ensure that the school is adequately staffed, recommending candidates to the hiring authority, and allocating existing staff to classes. On the other hand, principals have the authority to hire ancillary and support staff in consultation with the SMC. In the context of teacher dismissal, headteachers/principals have no authority to dismissed any staff, but have the authority to recommend to the regional education directorates for disciplinary actions to be taken against any staff when all due processes are followed. The Regional Office is responsible for teacher deployment and redeployment within their regions.
According to the 2011 School Management Manual, headteachers and school management committees are responsible for financial management at the school level, with the committee responsible for developing a budget for the five-year plan. In line with the school improvement plan, school budgets are drawn annually by the school leaders in collaboration with the SMC, the Mothers’ Club, and student representatives. In their handling of all funds, headteachers and committees are bound by the Financial Instructions.
4.2. Assessment and accountability of school leaders
The Standards and Quality Assurance Directorate of the Ministry of Basic and Secondary Education oversees school leader evaluations. The Service Level Agreement and Performance Evaluation for school leaders cover six key areas: attendance (punctuality and regularity); planning; monitoring and administration; assessment; administrative compliance; and personal development plan.
Cluster monitors, which are members of the Regional Office and answerable to the Regional Director, monitor, assist and advise head teachers on school improvement and standards as described in the 2011 Cluster Monitor’s Manual. They carry some responsibility to ensure, on behalf of the Regional Director and the Director of Standards and Quality Assurance, that schools are providing at least with a satisfactory level of education to their students. The cluster monitor must also help the head teacher analyse the school’s performance data and assist stakeholders in identifying the strengths and areas for improvement. At the end of each month, based on school reports, cluster monitors write their cluster report which is submitted to the regional directorate for analysis, planning and implementation. Therefore, cluster monitors support and evaluate school leaders’ performance and document it during their routine monthly school visits.
According to the 2011 School Management Manual, the headteacher, the School Management Committee and its sub-committees are responsible for reporting regularly to the Ministry of Basic and Secondary Education through the regional office and to the community served by the school through the whole PTA. The manual describes various processes for the external and internal monitoring of schools. If a school does not have an internal monitoring system then the cluster monitor should make it a priority to help the head teacher to develop one in accordance with the 2011 Quality Assurance Framework.
Another important assessment and evaluation instrument for school leaders is the Minimum Standards (see Minimum standards for basic education and senior secondary schools on leadership and management).
4.3. Teacher assessment by school leaders
Performance management is an integral part of school management, in which school leaders ensure that all staff are accountable for the way they carry out their responsibilities, and for the outcomes which follow. The primary purpose of performance management is to build teachers’ professional skills, confidence and self-esteem for improved teaching and learning. Against that backdrop, all schools are encouraged to follow the Performance Management System (PMS) laid down by MoBSE.
The revised version of the School Management Manual states that the head teacher is responsible for the performance management of staff. Under the performance management system, staff competence is assessed against the job description and performance agreement with a set of targets that the teacher is expected to meet. For headteachers and teachers, the progress of students and the results they achieve in school-based and national tests are an important part of the performance management system.
Despite overall performance management being the responsibility of the principal/headmaster/mistress, teacher performance assessments are delegated; with teacher being assigned an assessing officer. All members of the teaching staff are assessed weekly against four criteria: attendance (regularity and punctuality); planning; curriculum delivery; and assessment. This practice allows school leaders to identify performing and struggling/underperforming teachers.
As for promotion, headmasters/mistress and principals do not have the authority to promote teachers. However, they can recommend to the competent body through the regional educational directorates for a teacher to be promoted.
This profile was reviewed by Mr. Abdou Barrow of the Indonesian International Islamic University.
