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 2010 Education Act (amended in 2021 by the 2021 Education (Amendment) Act) defines a school principal as a ‘teacher in charge of a school’. According to the 2002 Teaching Service Regulations, a leadership post includes ‘the post of principal or deputy principal in the case of primary schools, and principal, deputy principal or head of a department in the case of post-primary schools’.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The roles and duties of school principals are set out in the 2010 Education Act, 2002 Teaching Service Regulations, the School Supervision and Management Regulations, and the Ministry of Education and Training’s Circular 24 of 2019. The Ministry of Education and Training additionally developed the 1995 Manual for Heads of Secondary and High Schools (reviewed in 2006) which provides detailed guidance on school management and administration.
Roles
Setting expectations/objectives: The responsibilities of a school board (of which the school principal is a part) include liaising with the relevant local authority on matters related to the development of the school (Education Act: Article 25).
Developing teaching and learning: According to the 2010 Education Act, the duties of a principal include to “ensuring that meaningful teaching and learning takes place at the school” (Article 21). Principals are also responsible for supervising teachers' work in order to ensure objectives are being met, providing support and guidance where necessary.
Promoting collaboration: According to the Ministry of Education and Training Circular Notice Number 25 of 2024, a primary school principal is expected ‘to promote harmonious public relationships with the community, related institutions and other public as may be required by social, economic and cultural norms'.
Supporting staff development: According to the Ministry’s 2019 Circular 24, the principal oversees the continuous professional development of teachers and coordinates board activities (Article 13).
Acting in accordance with the ethical principles of the profession: The 2010 Education Act stipulates that proprietors of schools, teachers, school principals, and school boards are required to act in a democratic, transparent and accountable manner in the management of the education system, as stipulated in the 2010 Education Act (Article 2). All teachers (including principals) must additionally adhere to the 2005 Code of Good Practice in the Public Service.
Others: Additional roles for school principals are listed in the 2010 Education Act and include the organisation, management, and day-to-day running and leadership of a school and overseeing the school board activities. According to the 2002 Teaching Service Regulations, the principal is similarly responsible for the day-to-day management of the school on behalf of the school board or management committee, as well as completing the annual statistical returns and submitting them to the Teaching Service Department.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2010 Education Act, school principals should be registered as teachers under the Teaching Service at the time of their appointment and based on the terms and conditions prescribed by the Minister (Article 21). The Chief Education Officer of the Teaching Service is responsible for publishing the qualifications and experience required for all teachers (including principals), as stated in the 2002 Teaching Service Regulations. Principals are required to have a Bachelor’s or Master’s degree in education plus at least five years’ experience as a senior teacher to qualify for their position. These requirements are often stipulated in the Circular Notices when advertising posts for principals. If a person is appointed to the position without meeting the minimum requirements, a responsibility allowance is paid.
Appointment decision
The appointment of school principals is regulated in the 2002 Teaching Service Regulations and 2010 Education Act. Principals of public schools are appointed by the Teaching Service Commission in accordance with terms and conditions specified by the Minister, while principals of private schools are appointed by the school board based on terms and conditions that are determined by the school proprietor (Education Act 2010: Article 20).
When there is a vacancy posting for the position of a principal, the school board or management committee submits their recommendations in accordance with the prescribed form, with applicants submitting their applications to the Teaching Service Commission through the school board/committee. The Teaching Service Commission may require an assessment by the inspectorate of the teachers work before deciding whether or not to accept the recommendation of the school board/committee. If no candidate is found to be acceptable, the post is re-advertised. If no person with the necessary qualifications is found, a person with lower qualifications or experience may be appointed.
Teachers may be promoted to a leadership post when a suitable leadership vacancy becomes available, following the prescribed selection process and criteria set out in regulations.
Employment equity measures
The 2018-30 Gender and Development Policy supports gender-balanced leadership, aiming to take measures to ensure women and other marginalized groups have full participation with men in governance structures, leadership, and political and economic decision-making. The policy specifically plans to create and strengthen a pool of women and other marginalized groups previously and presently in position of leadership and management, across different sectors (including education) as a resource to advance the gender equality and governance issues. The policy additionally promotes gender parity in teaching staff at all levels of institutions and all subjects.
Working conditions
School principals are registered teachers under the Teaching Service, with terms and conditions of service (including leave, salary entitlement, allowances and terminal benefits) prescribed by the Minister of Education in the case of public schools and school boards in the case of private schools (Education Act: Article 53). All teachers (including principals) are employed as part of the Teaching Service, and not civil service. According to the 2021 Education (Amendment) Act, the employment of school principals is on permanent and pensionable terms.
The Chief Education Officer is responsible for publishing and maintaining a salary scale for all members of the teaching service (including principals). According to the Ministry of Education and Training Circular 25 of 2024, the annual salary range for a primary school principal ranges from 226,584.00 LSL (12,898.55 USD) to 342,144 LSL (19476.94 USD), and for a post-primary principal from 284,364 LSL (16,187.75 USD) to 352,620 LSL (20,073.30 USD).
Teachers who take up leadership posts are additionally paid an acting allowance. Salaries and terms of service in private schools must be compliant with the Labour Code.
All teachers have the right to form or become members of any teacher formation (Education Act: Article 64) with principals being represented by the Lesotho School Principals' Association.
2.3. Leadership preparation and training
Pre-service training
The 2018/19-2022/23 National Strategic Development Plan II supports the development of induction and mentoring programs for teachers and principals.
Induction and in-service training
The Ministry of Education and Training holds training workshops for principals to improve their management skills, especially financial management, instructional leadership, and school administration. According to Circular notice no. 24 of 2019, the Ministry of Education and Training will develop, support and run a comprehensive annual continuous professional development program for both teachers in leadership positions and those in the classroom (Section 3.1), recognising the need for competency development for teachers in leadership positions (Section 2.2.). The 2016-26 Education Sector Plan similarly aims to build the capacity of school principals and school boards on the efficient management of schools.
3. Teachers, parents and students
3.1. School management committees and boards
All schools are governed by school boards. The composition of school boards (which must be approved by the Minister) includes 2 members nominated by the school proprietor, 3 members nominated by parents, one teacher nominated by the teachers of the school, the school principal, a gazetted chief or their representative, and a member of the local council or their representative (Education Act: Article 23).
The responsibilities of a school board are to oversee the management and administration of the school, recommend appointing authorities for teacher administration (or, in the case of a private school, be responsible for the administration of teachers), liaise with the relevant local authority on matters related to the development of the school, and submit an annual statement of school accounts (Education Act: Article 25).
3.2. Middle leaders
According to Circular 24 of 2019, all teachers are enabled to grow to management/leadership positions in the teaching service (Section 2.8.1). Secondary teachers provide instructional leadership, mentorship, and staff development services to a number of teachers within an area of assignment (Section 2.10).
3.3. Parents
According to the 2010 Education Act, the chairman of a school board shall cause representatives of parents and teachers in a board that he or she chairs, to meet with their respective constituencies at least twice a year and provide reports of such meetings (Article 24).
3.4. Students
No law or policy documents found on student councils.
4. Governance
4.1. Autonomy of school leaders
The 2010 Education Act grants authority to school principals to control and use school funds, maintain school income and expenditure records, and prepare annual budgets (approved by the school board), as the ‘chief accounting officer of the school’. The Manual for Heads of Secondary and High Schools includes a dedicated section on financial management.
Principals are additionally responsible for the discipline of teachers under their supervision in line with the disciplinary code of conduct, which includes teacher suspension, as set out in the 2010 Education Act (Article 21). According to Circular 24 of 2019, school principals monitor the performance of all members of the school community and ensure compliance with directives. The school board recommends teachers for appointment to the Teaching Service Commission.
According to the 2021 Basic Education Curriculum Policy, principals are responsible for the implementation of curriculum and courses set at national level, providing appropriate support to ensure that meaningful teaching and learning takes place at the school.
4.2. Assessment and accountability of school leaders
According to the 2010 Education Act, one of the functions of school inspectors of the Ministry of Education and Training is to appraise the performance of a principal of a school. Inspectors make visits to the schools and advise principals on how to improve the quality of teaching and learning, monitoring their instructional leadership. School principals are also required to produce any books, records or registers kept in connection with the school and furnish any information the inspectors may demand with regard to the care and tuition of learners, the names and qualifications of staff members or any other relevant matter.
The work of the principal must be routinely reviewed in accordance with the 2002 Teaching Service Regulations, to ensure their suitability to the post. According to the 2021 Education (Amendment) Act, a principal’s immediate supervisor is the Chairperson of the School Board.
4.3. Teacher assessment by school leaders
The 2021 Education (Amendment) Act provides for the systematic appraisal of teachers. All teachers must participate in the performance management system.
This profile was reviewed by Dr. Godsend T. Chimbi, Senior Lecturer & Academic Head: Department of Curriculum Studies and Higher Education, Faculty of Education, University of the Free State; and Moeketsi David Ralebese, Primary School Principal and PhD candidate at the University of the Free State.
