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 2012 Teachers Service Commission Act, a head teacher is ‘the lead educator or administrator in a primary school level educational institution appointed by the Commission as such and responsible for the implementation of the educational policy guidelines and professional practices’. A principal is ‘the lead educator or administrator in a post-primary school level educational institution appointed by the Commission as such and responsible for the implementation of educational policy guidelines and professional practices’.
The 2018 Career Progression Guidelines for Teachers similarly refers to deputy head teachers and head teachers for the primary level and deputy principals, principals, senior principals, and chief principals for the secondary level. The head teacher is ‘the lead educator and the accounting officer in the school. He/she is responsible for the provision of leadership in implementation of the curriculum, educational policies, and programs. He/she also leads in the development and implementation of the school’s strategy, work plans, budgets, and supervises the operations of the school’. The principal ‘is the lead educator and accounting officer and is responsible for the operational management of the institution. He/she is also responsible for the development and implementation of education plans, policies, programmes and curriculum activities of the institution’.
The 2017 Policy on Appointment and Deployment of Institutional Administrators similarly refers to a head teacher, head of institution, deputy head teacher, principal and institutional administrator. A deputy head teacher is ‘the principal assistant to the head teacher’. An institutional administrator refers to the ‘lead educator or administrator appointed by the Commission and responsible for the implementation of educational policy guidelines and professional practices; this will include the principal, deputy principal, head teacher, deputy head teacher, dean, registrar, senior master and senior teacher’.
The 2024 Basic Education Bill refers to an ‘institutional administrator’. According to the Bill, ‘every public primary, junior, comprehensive and senior school shall be headed by an institutional administrator duly appointed as such under the Teachers Service Commission Act’.
The 2015 Code of Regulation for Teachers defines a ‘head of institution’ as the lead educator or administrator in a public educational institution appointed by the Commission as such and responsible for the implementation of the educational policy and professional practices’.
The 2021 Registration Guidelines for Basic Education Institutions define a manager as a ‘person who has been appointed by the Cabinet Secretary to oversee the management of education resources and implementation of policies and guidelines in basic education institutions’.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Competency Indicators for Instructional Leaders, as part of the Kenya Professional Teaching Standards, have been developed by the Teaching Service Commission (an independent government body) to serve as guidelines and benchmarks for the assessment of heads of institutions. There are seven standards and competency indicators for instructional leaders: 1) Takes lead in promoting professionalism throughout the teaching career; 2) Takes lead in pedagogical content knowledge and understanding of competency-based curriculum and how to implement it; 3) Takes lead in creating an environment that promotes assessment and reporting; 4) Takes lead in creating and supporting inclusive education practices; 5) Takes lead in promoting comprehensive school health and safety; 6) Takes lead in knowledge and application of financial literacy skills; and 7) Takes lead in developing a collaborative professional learning culture.
Besides the roles defined in the Competency Indicators for Instructional Leaders, head teachers and principals are additionally bound by the 2012 Teachers Service Commission Act, 2015 Code of Regulation for Teachers, 2015 Code of Conduct and Ethics for Teachers, 2024 Basic Education Bill, and all relevant administrative circulars issued by the Commission and other government agencies from time to time, which include roles for head teachers and principals.
The 2018 Career Progression Guidelines for Teachers additionally outlines the duties and responsibilities of head teachers, senior head teachers, principals, senior principals, and chief principals.
Finally, some roles and responsibilities of school heads are outlined in the 2023-27 National Education Sector Strategic Plan.
Roles
Setting expectations/objectives: According to the Competency Indicators for Instructional Leaders, head teachers and principals are responsible for developing and implementing a shared vision for instruction that supports all learners. They are additionally responsible for using educational research and reflection to inform approaches to professional learning and school improvement.
The 2023-27 National Education Sector Strategic Plan similarly states that school heads are responsible for overseeing, guiding, and driving the execution of strategic initiatives to achieve the goals and objectives set out in the plan; providing strategic leadership by championing the vision, mission, and goals of organization as articulated in the strategic plan; and overseeing the implementation of the strategic plan, ensuring that activities are executed according to established timelines, budgets and quality standards.
Developing teaching and learning: The 2015 Code of Regulation for Teachers states that every head of institution must perform the role of quality assurance within the institution, which includes supervising and ensuring quality implementation of the curriculum; supervising the actual coverage of syllabus; ensuring that teachers attend class; and ensuring a conducive teaching and learning environment in the institution (Article 42). One of the standards in the Competency Indicators for Instructional Leaders includes ‘taking lead in pedagogical content knowledge and understanding of the competency-based curriculum and how to implement it’. This includes ensuring teachers use appropriate pedagogies and resources to respond to learners’ diverse abilities; supporting teachers in integrating the pedagogy of community service learning in their teaching; and demonstrating a sound understanding of the competency-based curriculum and its implementation process. The third standard expects instructional leaders to promote assessment and reporting through the design of learning assessment, using the information from the assessment on learners’ performance to modify and differentiate teaching and learning activities; and embedding assessment in all levels of lesson planning to meet basic education curriculum outcomes.
Head teachers and principals are additionally expected to prepare lesson plans, lesson notes, and timetables; demonstrate the ability to supervise, mentor and provide professional support to other teachers; evaluate students on subjects of specialization; provide guidance and counselling services to teachers; supervise the interpretation and implementation of the curriculum; and introduce new ideas and programmes for improvement in teaching and learning in the subjects of specialisation, as outlined in the 2018 Career Progression Guidelines for Teachers.
The 2023-27 National Education Sector Strategic Plan further states that heads of learning institutions are responsible for leading change management efforts that promote a culture of innovation, resilience, and continuous improvement, and oversee the monitoring and evaluation process by establishing key performance indicators.
Promoting collaboration: Instructional leaders are expected to contribute to a collaborative, inclusive, and friendly school through participation in activities and partnerships with communities, as outlined in the Competency Indicators for Instructional Leaders. They must take the lead in developing a collaborative professional learning culture among all staff and are further responsible for reporting learners’ achievements and communicating learner progress in a timely and respectable manner to learners and parents.
The 2018 Career Progression Guidelines for Teachers additionally state that some of the duties and responsibilities of head teachers and principals include promoting harmonious relations and linkages between the school, local community, parents, and private sector organizations; ensuring the health and safety of students; and embracing teamwork through collaborative planning and teaching.
Similar responsibilities are outlined in the 2023-27 National Education Sector Strategic Plan, which states that school heads are responsible for building partnerships; fostering collaboration; and communicating with staff, students, parents, alumni, donors, government agencies, and other stakeholders to align efforts and leverage resources.
Supporting staff development: According to the 2015 Code of Regulation for Teachers, every head of institution must ensure mentoring programs are in place for the professional development of teachers and offer guidance and be a role model to teachers (Article 42). The Competency Indicators for Instructional Leaders similarly state that heads of institutions are expected to promote the capacity building of all staff; build a professional learning community; mentor and coach teachers; and create opportunities for teachers to serve as instructional leaders. Additionally, the 2020 Policy on Mentorship and Coaching in the Teaching Service outlines the roles of heads of institutions in mentoring and coaching teachers to improve their conduct and performance and strengthening teacher mentorship programs. This includes allowing time for tracking progress and feedback.
The 2023-27 National Education Sector Strategic Plan similarly states that school heads are responsible for investing in the capacity building of their staff, which includes providing professional development opportunities, mentorship and support to empower employees to contribute their best to organizational success.
Acting in accordance with the ethical principles of the profession: Head teachers are bound by the 2015 Code of Conduct and Ethics for Teachers, which includes standards in professionalism, integrity, ethical practices, and carrying out duties with honesty and impartiality. The Competency Indicators for Instructional Leaders similarly highlight that heads of institutions are expected to model high standards of teaching characterized by collegiality, honesty, integrity, fairness, and accountability. Nominees for head teacher and principal positions are also required to uphold professional ethics and standards in the 2018 Performance Recognition, Rewards and Sanctions Policy for Teachers.
Others: There are several additional roles of head teachers and principals outlined in national laws, regulations and standards. Additional standards are also outlined in the Competency Indicators for Instructional Leaders, including supporting inclusive education practices and promoting comprehensive school health and safety.
Teaching is also part of the responsibilities of heads of institutions, as outlined in the 2015 Code of Regulation for Teachers, which states that heads of institutions shall undertake a ‘reasonable teaching load’. The 2018 Career Progression Guidelines for Teachers similarly states that head teachers are expected to teach subjects of specialization to ‘impart knowledge, skills and attitudes to learners’.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2017 Policy on Appointment and Deployment of Institutional Administrators describes the criteria for appointment and deployment (including qualifications requirements and experience) of head teachers (for primary schools), principals (for secondary schools) and deputy heads. The 2018 Career Progression Guidelines for Teachers similarly outline the minimum requirements for selection, appointment, recruitment and promotion of teachers to deputy head, head, deputy principal, and principal positions.
To qualify for appointment as a head teacher (T-scale 10) or senior head teacher (T-scale 11) at the primary level, teachers must have a Primary Teacher Education (PTE) Certificate; a Bachelor’s degree in Education or its equivalent; have served as a deputy head teacher for a minimum period of 3 years; have demonstrated competence and ability as a classroom teacher in a primary institution; have successfully undertaken the relevant Teacher Professional Development Modules; have satisfactory rating in the performance appraisal process; have demonstrated ability to supervise, mentor and provide professional support to other teachers; and meet the requirements of the Constitution and any other requirement the Teaching Service Commission deems necessary.
To qualify for the position of head/principal or senior principal of a post-primary (secondary) institution, a teacher must have the same qualifications required for a head teacher at a primary school, including a Master’s degree in a relevant area and has served as deputy head or an equivalent position in a secondary institution for a minimum period of 3 years. In the deployment of institutional administrators, there is additional consideration of the category of the institution; size and level of enrolment; academic and professional qualifications; current grade; relevant experience in the teaching service; gender balance; and any other criteria deemed appropriate by the Teaching Service Commission. To qualify for the position of chief principal, applicants must have served as a senior principal for a minimum of 3 years.
The Teaching Service Commission outlines all the qualifications required for teachers in various documents, including the 2019 Teacher Registration and Recruitment Requirements, Academic and Professional Requirements for Registration of Teachers, Guidelines for Recruitment, and teacher policies. A teaching certificate is issued to registered teacher under section 35 (2) (b) of the 2012 Teachers Service Commission Act.
According to the 2021 Registration Guidelines for Basic Education Institutions, for private institutions, a manager who oversees the day-to-day running of the institution must have the necessary professional qualifications higher than the level of education/training being offered in that institution and must be registered by the County Education Board and Teaching Service Commission, with qualifications listed based on grades.
Appointment decision
The Teaching Service Commission is responsible for the appointment and deployment of head teachers and principals, as described in the 2012 Teachers Service Commission Act (Article 11). Head teachers and principals are selected based on an application process to advertised vacancies (competitive selection and appointment). Vacancies are advertised, applicants are short-listed, interviews are conducted, and candidates are selected for appointment and deployment based on merit and well-defined criteria. The process is guided by the principles and values of the public service, which include fair competition and merit; integrity, transparency and accountability; equity and equality; impartiality in decision making; inclusiveness and non-discrimination; affirmative action; and timely accurate data and information.
According to the 2017 Policy on Appointment and Deployment of Institutional Administrators, the Teaching Service Commission appoints head teachers to institutions based on their grade, ensures that heads of institutions do not serve in their Home Counties, and ensure that they do not serve in one station for a period exceeding 9 continuous years.
Promotion to each grade (including deputy head, head, senior head, deputy principal, principal, senior principal and chief principal) is competitive and subject to the availability of vacancies in the school, as described in the 2018 Career Progression Guidelines for Teachers.
The 2023-27 National Education Sector Strategic Plan aims to deploy qualified head teachers to refugee-camp schools.
Employment equity measures
Gender balance must be considered in the appointment and deployment of heads of institutions, as described in the 2017 Policy on Appointment and Deployment of Institutional Administrators. The 2024 Basic Education Bill additionally requires the appointing authority of boards of management in education institutions to consider the ethnic and regional diversity of the people of Kenya, impartiality and gender equity.
One of the objectives of the 2015 Education and Training Sector Gender Policy is to ensure gender equality and gender responsiveness in governance, management and research in the education sector. This includes ensuring gender balancing in the composition of boards of management, councils, and school administration; and improving empowerment and affirmative action programmes on the management of education institutions to ensure equity and implementation of the 2/3 gender rule representation.
The 2023 National Cohesion and Integration Act additionally states that no public establishment should recruit more than one-third of its employees from one ethnic group (Section 7).
Working conditions
All teachers appointed by the Teaching Service Commission (including heads of institutions) serve under the terms and conditions established by the Commission in consultation with the Salaries and Remuneration Commission for civil servants, as described in the 2012 Teachers Service Commission Act.
Teachers may be appointed on permanent or contractual terms according to specific standards set in the regulations. For example, the Commission may employ a teacher on permanent and pensionable terms if the teacher is a Kenyan citizen; registered as a trained teacher in accordance with the 2012 Teachers Service Commission Act; and is below the age of forty-five at the time of appointment.
According to the 2015 Code of Regulation for Teachers, all teachers (including head teachers) are paid a salary in the scale appropriate to their specific grade. The Teaching Service Commission determines teacher salary scales in consultation with the Salaries and Remuneration Commission for civil servants. In 2023, the Salaries and Remuneration Commission agreed to increase salaries in three different phases. Senior head teachers receive a salary of about Ksh. 78,625 - Ksh. 95,101, while head teachers receive a salary of Ksh. 62,272 - Ksh. 78,667. Principals receive a salary of Ksh. 105,182 - Ksh. 127,069, with senior principals receiving Ksh. 118,242 - Ksh. 143,581. Institutional heads who attain excellent performance may be considered for rewards, which may include a 13th-month salary; promotion to a higher job group; and an annual salary increment.
There is a Primary School Head Teachers’ Association and Secondary School Principals Association in Kenya which head teachers and principals can be part of, as referenced in the 2024 Basic Education Bill.
2.3. Leadership preparation and training
Pre-service training
School principals must have successfully undertaken the relevant Teacher Professional Development Modules to be appointed, as described in the 2017 Policy on Appointment and Deployment of Institutional Administrators and 2018 Career Progression Guidelines for Teachers.
The Diploma in Educational Leadership and Management, offered by the Kenya Education Management Institute, equips current and aspiring school leaders with effective leadership and management skills. The topics include teacher professionalism, competency-based learning, pedagogy and inclusive education, assessment and reporting, comprehensive school health and safety, instructional leadership, financial literacy, education law, policy and reforms, transforming education leadership, institutional resource leadership and management, effective leadership for child-friendly schools, leadership in ICT integration in education, leadership in curriculum delivery, leadership in science, technology and innovations, guidance and counselling for education institutions, and action research projects. The program, which is offered in blended mode, spans one year, with over 50,000 participants trained to date, and is accredited by the Teaching Service Commission.
Induction and in-service training
The 2018 Performance Recognition, Rewards and Sanctions Policy for Teachers aims to develop and implement an induction program for newly appointed institutional heads.
The 2018 Career Progression Guidelines for Teachers clearly outlines the career path for head teachers and principals, standardizing teacher and school leader professional development throughout their careers. All teachers (including head teachers and principals) are required to undertake prescribed professional development programmes to facilitate their career progression and move from the position of head teacher to senior head teacher, and from the position of principal to senior principal and chief principal. These guidelines establish three scales within each role, with advancement typically requiring a minimum of three years, resulting in an average span of 18 years for progression from an entry-level deputy principal to chief principal. It takes around 21 years for an entry-level teacher to ascend to chief principal. While the guidelines detail progression and promotion criteria, promotion is contingent upon the availability of vacant positions and does not allow for skipping levels.
The professional development of head teachers and principals is guided by several government documents, including the Competency Indicators for Instructional Leaders, 2019-23 Teachers Service Commission Strategic Plan, 2018-22 National Education Sector Strategic Plan, and 2023 Report of the Presidential Working Party on Education Reform: Transforming Education, Training and Research for Sustainable Development in Kenya. The content of this capacity development includes school management; management of teacher conduct; system management; financial management; and ICT integration in teaching and learning.
The TSC Teacher Professional Development (TPD) outlines seven standards for instructional school leaders, and school leaders are trained in each standard through a TPD programme offered through selected service providers. The seven standards include: 1) Promotes Professionalism; 2) Pedagogical content and understanding of Competence Based Curriculum (CBC) as well as its implementation; 3) Leads in environment that promotes assessment and reporting; 4) Building positive inclusive environment; 5) Promoting comprehensive school health and safety; 6) Leads in developing collaborative professional learning community; 7) Leads in financial literacy. Administered by the Kenya Education Management Institute, the TSC TPD Programme targets over 40,000 participants and spans a duration of one year. Self-funded by participants at Kes 6,000 per person, it focuses on enhancing instructional leadership skills.
The Implementing National Curriculum Reforms Through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme, jointly implemented by the Kenya Education Management Institute and VVOB over five years (2022-2026), aims to support the effective implementation of the competence-based curriculum in junior secondary schools. Through the ESL4JSS course, it provides pedagogical support to school leaders using a blend of in-person and online learning. Accredited by the TSC and funded by the Belgium Government through DGD, the programme targets 1,095 school leaders and lasts 1-3 months.
According to a report published in 2023 by the government as the pathway to transform education and training, there are objectives to develop the Teacher Education and Training Bill to centralise teacher education and training and provide for the establishment of Kenya Teachers Training College (KeTTC) and Kenya School of Teacher and Education Management (KeSTEM). The school aims to encompass the Kenya Education Management Institute (KEMI), Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and the three Teachers Training Colleges (TTCs) offering diploma in teacher education i.e. Kagumo TTC, Kibabi TTC and Lugari TTC. The KeTTC aims to be established to administer all pre-service teacher training colleges (TTCs) as campuses. KeSTEM will have the mandate to coordinate all in-service programmes for institutional leaders and education officers. Additionally, KeSTEM will offer CPD for teachers utilising facilities of KeTTC.
Heads of institutions are responsible for accessing a broad range of professional learning opportunities from multiple sources including coaches, mentors, and colleagues, as described in the Competency Indicators for Instructional Leaders.
The 2012 Leadership and Integrity Act includes a provision on leadership education and training (Article 53) which requires Cabinet Secretaries responsible for education and public service to collaborate with the Teaching Service Commission in the development and supervision of long-term education and training on leadership and integrity to all public officers at all levels of the education system.
The Ministry of Education has also worked with the United Disabled Persons of Kenya to conduct training on inclusive education for key government officials, school leaders, and teachers from several counties. 163 education leaders from 46 schools participated in the training, which introduced inclusive education, characteristics of an inclusive school, barriers to inclusive education, and developing a school that promotes inclusion.
According to the 2023-27 National Education Sector Strategic Plan, 4,286 principals and 6,795 head teachers received teacher professional development training modules, while over 90,000 educators (including head teachers) were trained on the competency-based curriculum. Additional objectives in the plan include training head teachers and principals in financial management and in regular schools hosting special classrooms.
3. Teachers, parents and students
3.1. School management committees and boards
The 2024 Basic Education Bill provides for the establishment of a Board of Management for every public pre-primary, primary, and secondary school, in addition to its composition and functions.
A Board of Management for a comprehensive school established under Article 44 consists of the following members: three persons from among the parents in the school, one of whom shall be the chairperson of the Parents Teachers Association; three representatives of the sponsor(s) of the school; one person living with disability; two persons with relevant professional qualifications; and three ex-officio members.
For a senior school, members include the chairperson of the Parents Teachers Association; three representatives of the sponsor(s) of the school, where applicable; one person living with disability; two persons with relevant professional qualifications; and three ex-officio members.
The functions of a Board of Management include promoting the best interests of the school and ensuring its development; promoting quality education in accordance with existing standards; administering and managing school resources; receiving, collecting and accounting for any school funds; and recruiting, employing and remunerating non-teaching staff, among others (Article 59).
The Board of Management of a school may additionally establish committees for the performance of their functions, including a (a) finance, procurement and general purposes committee; (b) academic standards and student welfare committee; and (c) audit committee.
There is a training programme for boards of management, facilitated by the Kenya Education Management Institute, which is mandatory for newly constituted boards of management in primary and secondary schools. It aims to familiarise participants with legal requirements and oversight responsibilities. Accredited by the Teaching Service Commission and funded through school capitation funds, the training lasts for three days and targets over 23,000 schools.
3.2. Middle leaders
According to the 2015 Code of Regulation for Teachers, the Teaching Service Commission may deploy a teacher as a head of institution; deputy head of institution; registrar; dean of curriculum; dean of students; head of department; senior teacher; or head of subject (Article 69). The 2017 Policy on Appointment and Deployment of Institutional Administrators and 2018 Career Progression Guidelines for Teachers describe the roles, requirements, and appointment of senior teachers, senior masters, senior masters in academic/mentorship, senior teachers, and program coordinators.
3.3. Parents
Parental and community engagement in school management is outlined in the 2024 Basic Education Bill, 2019 Guidelines on Parental Empowerment and Engagement, and the Community Service Learning policy. These policies guide the involvement of parents and the community in supporting children's learning for improved outcomes, through parents' associations, parent-teacher meetings, and expert-led sessions on critical issues affecting learners.
The 2024 Basic Education Bill provides for the establishment and functions of the Parents Teachers Association in every public or private school. The functions of the parents' association include promoting quality care, the nutritional and health status of the students; maintaining good working relationships between teachers and parents; discussing, exploring and advising the parents on ways to raise funds for the physical development and maintenance of the school; exploring ways to motivate the teachers and students to improve their performance in academic and co-curricular activities; and discussing and recommending charges to be levied on students or parents (Article 50).
The 2019 Guidelines on Parental Empowerment and Engagement aim to strengthen parental involvement in students’ education and enhance the capacity of parent associations to effectively implement the guidelines.
3.4. Students
Since 2008, the aim of the Ministry of Education was to have all secondary schools establish student councils. The student council consists of elected student leaders and class representatives advocating for student-related issues to the school leadership.
4. Governance
4.1. Autonomy of school leaders
According to the Competency Indicators for Instructional Leaders, head teachers/principals take lead in pedagogical content knowledge and understanding of the competency-based curriculum and how to implement it. They are specifically responsible for understanding the Basic Education Curriculum Reform (i.e. core curriculum competencies and competency indicators) and how to integrate them within the teaching subjects; ensuring teachers use appropriate pedagogies and resources to respond to learners’ diverse abilities, and demonstrating skills that support teachers in integrating the pedagogy of community service learning in their teaching.
Heads of institutions are also responsible for applying various financial planning techniques such as budgeting, cash-flow projections, and cost-benefit analysis, variance analysis and cost management, in accordance with their competency indicators. The 2013 Basic Education Act states that head teachers, principals, school administrators and governing bodies work with school-based auditing officers to ensure the proper maintenance of accounts and assets of the institution (Article 90). The head teacher is responsible for budget execution and preparation of financial statements, as stated in the 2024 National Education Policy. Similarly, the 2023-27 National Education Sector Strategic Plan states that school heads are responsible for allocating financial resources to support strategic initiatives.
However, head teachers and principals are not responsible for hiring and dismissing teachers, which is the responsibility of the Teaching Service Commission. According to the 2015 Code of Regulation for Teachers, the Commission recruits registered teachers and deploys them to serve in any part of the country based on the teaching service requirements. Teachers are appointed to a grade consistent with their qualifications. The head teacher is then responsible for notifying the Commission when the teacher reports on duty and assigning their duties. A head teacher who excludes or removes a teacher from the institutional teaching timetable without authorization by the Commission is subject to disciplinary action. The Commission is also responsible for the dismissal of teachers.
4.2. Assessment and accountability of school leaders
According to the 2015 Code of Regulation for Teachers, head teachers of primary schools and principals of secondary schools are appraised by the Sub County Director, with appraisal reports confirmed by the County Director (Article 52). Each school administrator is appraised with the goal to evaluate and determine their performance levels in accordance with existing regulations, as described in the 2017 Policy on Appointment and Deployment of Institutional Administrators. Any administrator who fails to meet their performance targets as provided in their performance contracting and/or appraisal instruments may have their services terminated in accordance with the 2015 Code of Regulation for Teachers.
The 2018 Performance Recognition, Rewards and Sanctions Policy for Teachers outlines the types of recognition, rewards and sanctions for institutional heads.
School leadership is additionally monitored and evaluated through the Teacher Performance Appraisal and Development tool, implemented by the Teachers Service Commission. School leaders undergo supervision by County Staffing Officers and County Quality Assurance Officers, while they are also monitored by their schools Board of Management which provide oversight over the running of the school.
One of the objectives of the 2023 Report of the Presidential Working Party on Education Reform is to monitor the of heads of institutions and teachers and supervise teacher appraisal.
4.3. Teacher assessment by school leaders
According to the 2015 Code of Regulation for Teachers, every head of the institution is required to provide an oversight role in the performance appraisal for the teachers in their respective institutions (Article 42). All heads of institutions must appraise all teachers under their supervision and are required to submit an annual staff appraisal report to the Teaching Service Commission. The 2018 Career Progression Guidelines for Teachers similarly state that head teachers and principals are responsible for ensuring the appraisal of staff in the school.
