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 2011 Education Reform Act, the principal is ‘the senior education administrator of an early childhood education, elementary, junior, or senior high school’. Every public school having more than one teacher shall be headed by a principal.
In the 2014 Code of Conduct for Teachers and School Administrators, a school administrator refers to school principals, vice principals, registrar, deans, accountant/business manager, and all other support staff.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2011 Liberia Education Administration Regulations provide detail on the varied responsibilities and expectations of school principals. The 2022 National Teacher Training Management Policy, 2020 National Teachers Professional Performance Standards and Professional Standards for School Leaders, developed by the Ministry of Education with the support of development partners, further outline the standards, roles, and duties of school principals, while the 2014 Code of Conduct for Teachers and School Administrators guides teachers and school administrators (including principals) in implementing their professional duties and responsibilities.
Additional roles and responsibilities of principals are also described in the 2011 Education Reform Act. According to the Act, all public school principals shall be subject to rules and regulations made by the Ministry and the local school boards, provided the local school board regulations and procedures do not contravene national rules and requirements. Principals of private schools are similarly subject to the rules and regulations of the Ministry of Education.
According to the 2017-21 Getting to Best Education Sector Plan, the principals’ leadership program identifies core competencies and professional development priorities for school leaders.
Roles
Setting expectations/objectives: The 2011 Liberia Education Administrative Regulations state that in order to ensure students’ success, principals must develop or create a shared vision for implementation, that shall consider the inputs of teachers, parents and others in community. The 2018 Inclusive Education Policy aims to build head teacher capacity to develop and implement inclusive School Performance Implementation Plans.
Developing teaching and learning: According to the 2011 Liberia Education Administration Regulations, school principals are required to lead school reform that would raise student achievement. The 2017-21 Getting to Best Education Sector Plan highlights that school principals, teaching staff, county and district education officers and the boards of education institutions are accountable for achieving quality standards and improved learning outcomes and relevant skills.
Promoting collaboration: The 2011 Liberia Education Administration Regulations require principals to interact with parents who serve on school advisory boards, such as parent-teacher associations and are responsible for making sure that their schools’ campuses are safe and secure. This responsibility includes working with parents when disciplinary issues arise, when students are not succeeding academically, and when parents have concerns, while increasing parental access to student information.
All school administrators (including principals) are additionally required to promote a safe, positive and child-friendly learning environment for students, as described in the 2014 Code of Conduct for Teachers and School Administrators.
Supporting staff development: According to the 2017-21 Getting to Best Education Sector Plan, the school principal is directly responsible for the oversight and support of teachers, which includes classroom observations, supporting professional development, and helping teachers address issues in the classroom. In most schools, the Vice-Principal for Instruction plays a key supporting role in this activity. The 2022 National Teacher Training Management Policy similarly states that all inaugural teachers shall receive systematic professional support from their Lead Teachers, principals and/or District Education Officers. Principals and vice principals provide support to teachers in accordance with the 2020 National Teachers Professional Performance Standards.
Acting in accordance with the ethical principles of the profession: The 2014 Code of Conduct for Teachers and School Administrators sets standards of ethical conduct and professional behavior for teachers and school administrators (including principals) in a conducive, safe, and child-friendly environment. All teachers and school administrators must conduct themselves with the utmost integrity and respect; and maintain and exhibit professional competence and ethical standards at all times, in and out of school premises. They are additionally responsible for ensuring and enhancing dignity, integrity, mutual respect, commitment, discipline and honesty.
Others: According to the 2011 Liberia Education Administration Regulations, principals are responsible for the management, maintenance, school discipline policy, coordination of instructional programs, and other overall school matters.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2011 Education Reform Act, every person employed as a teacher or administrator must possess a teaching certificate or degree and meet the following requirements (according to level): senior secondary school instructors and administrators must have a minimum of a bachelor’s degree in education or its equivalent and an A-certificate; upper basic education (junior secondary) school instructors and administrators must have a minimum of an associated degree from a recognized teacher training institute and a B-certificate from the authority established under the Act to issue teacher certificates; and lower basic education (primary) school instructors and administrators must have a minimum of an associated degree for grades 1-3; and possess a B or C certificate.
The 2022 National Teacher Training Management Policy additionally highlights that a teacher shall be eligible to apply for the position of a principal for a school from Senior Teacher I level (Graduate –B.Ed. or its equivalent). The 2017-21 Getting to Best Education Sector Plan aimed to recruit new principals from a list of existing qualified teachers and principals who meet the minimum qualifications and experience.
Appointment decision
Principals in public schools are recruited on a competitive, merit basis by the local school board and then appointed by the Ministry of Education, as described in the 2011 Education Reform Act. All recruitments must be in line with civil service agency recruitment procedures, with all applicants subject to the same merit‐based selection procedures (which may include an examination). The Ministry of Education is overall responsible for the certification, licensing, and accreditation of school administrators, including principals. In the case of private and faith-based schools, the recruitment and appointment is the responsibility of the organization or institution which owns the school. Appointment, transfers, and dismissals of teachers, principals and education officers are governed by roles, procedures and guidelines set forth by the ministry.
The 2017-21 Getting to Best Education Sector Plan aims to establish a partnership with the Coalition for Transparency and Accountability in Education and the National Teachers’ Association of Liberia for the recruitment of principals. The plan additionally supports updating the principal recruitment and deployment processes to ensure transparency and merit-based selection.
Employment equity measures
The 2022 National Teacher Training Management Policy aims to provide female teachers with more opportunities to apply for school principal positions. The 2022/23–2026/27 Education Sector Plan similarly acknowledges the underrepresentation of females in school leadership positions, supporting the development and piloting of incentive packages which encourage the recruitment of female principals and teachers, including in specialized areas such as STEM and disability-inclusive education, as well as promoting the retention and promotion of female principals, District Education Officers, and CEOs.
The 2021 National Policy on Girls’ Education additionally aims to develop leadership training and opportunities for girls and women to encourage them to take leadership roles; take positive measures to increase the proportion of women gaining access to educational policy and decision-making; and take actions to ensure that female teachers and professors have the same opportunities as an equal status with male teachers and professors.
Working conditions
Teachers (including school administrators) are considered civil servants, with working conditions governed by civil service law, and employment either on permanent or fixed-term, temporary contracts. Salaries for teachers and administrators depend on qualifications and experiences, with due consideration to the location and subject matter, and are regulated by the Ministry of Education in consultation with national budgetary authorities, as stipulated in the 2011 Education Reform Act. According to the 2012 Standing Orders for the Civil Service, before a civil servant takes up a position, details of their salary must be settled based on the Civil Service Classification and Pay Plans. All civil servants are compensated with a fixed salary, except specific cases, such as contract employees. The 2017-21 Getting to Best Education Sector Plan supported linking principals’ certification to a higher pay grade and benefits as part of the civil service reform and in line with the Educator Management Policy. Teachers and administrators may additionally receive scholarships in line with rules and procedures.
School principals have the right to join a trade union for collective bargaining and representation. The Ministry of Education has recognized and has good working relationships with several worker unions, including the National Teachers Association of Liberia (NTAL) and the National Principals Association of Liberia (NPAL). These unions have the right to represent its members during hearings and to negotiate favorable terms and conditions for their members amongst other rights. The Ministry of Education aims to continue to collaborate with the National Principal’s Association of Liberia, as stated in the 2022/23–2026/27 Education Sector Plan.
2.3. Leadership preparation and training
Pre-service training
According to the 2022 National Teacher Training Management Policy, any teacher appointed to be principal of a school shall receive special training prior to assuming that role. The materials used include the Principals’ Certification Preparation Manual (PCPM) and the Liberia School Leadership Training Manual (LSLT), while the administering of certification exams is based on the School Leadership Handbook, as stated in the 2017-21 Getting to Best Education Sector Plan.
Induction and in-service training
Principals are required to complete in-service training and a ‘short course that they need to pass’ for their principal licences to be renewed every 3 years. The Principals Training Manual covers each aspect of principals’ work, including 1) Leadership; 2) Communities; and 3) Learning. Topics covered include educational leadership; school leadership; school management; accounting principles; record keeping; strategies for building community relations both internal and external to the school; rights-based education; supporting women and girls; healing classrooms guidance and counselling; participatory learning; lesson planning; developmental psychology; classroom management and teacher observations. The 2019 Cluster Training for ALP School Teachers and Principals: Facilitators’ Manual for Principals additionally includes topics of training for principals.
The professional development of school principals is included in several national strategies and Ministry of Education objectives. The 2022/23–2026/27 Education Sector Plan aims to institute continuous professional development for school principals and administrative staff, to increase their capacity at all levels, and ensure they are equipped with the skills for education management and leadership. To strengthen school-level management, training has been provided to about 850 school principals to enhance their capacity in school leadership. Training for school principals aims to be further expanded during the plan period.
The 2017-21 Getting to Best Education Sector Plan similarly supported the professional development of early childhood, basic and secondary school principals, aiming to review, approve, disseminate and deliver in-service short courses as part of the Principals’ Leadership Program. The plan specifically aimed to train 2,500 principals, followed by a cluster-based and self-study in-service professional development model. Training areas included teacher performance management; student well-being management and responsibilities; and deworming, nutrition and school feeding. The most disadvantaged areas were targeted first.
The 2018 Inclusive Education Policy further supports training principals in effective management strategies to include children with disabilities in school (School Quality Program) and on inclusion and inclusive policy and practices. The policy aims to develop a cadre of teachers, support staff and school leadership who have the right attitude, practical skills and theoretical knowledge, to implement quality, child-friendly, inclusive education within the mainstream education system.
In 2019, the Ministry of Education launched an intensive in-service teacher and school leadership training program for teachers and principals in public schools. The project mainly focused on six counties (Bomi, Grand Kru, Maryland, Rivercess, River Gee & Sinoe), targeting 3,000 principals and teachers over the period of four years (2019-2022).
3. Teachers, parents and students
3.1. School management committees and boards
The 2011 Education Reform Act regulates the establishment and functions of county school boards and district school boards. Every private and faith-based school is required to have a school board and a principal to head the school, both of which are subject to regulations set by the Ministry of Education. The government’s 2012 National Policy on Decentralization and Local Governance delegates authorities to the county level through the establishment of county and district school boards, county and district education officers, PTAs, and school management committees.
School management committees are also mentioned in several national plans, including the 2022/23–2026/27 Education Sector Plan and the 2017-21 Getting to Best Education Sector Plan. The government aims to establish school management committees in all schools, with their members supported through continuous capacity development.
3.2. Middle leaders
The 2022 National Teacher Training Management Policy outlines the career level of teachers (and their roles as they progress). The titles are Inaugural Teacher, Accredited Teacher (‘C’, ‘B’ ‘A’ Certificates), Accredited Teacher (AT) (Graduate – AA or B.Ed. or its equivalent), Senior Teacher II (Graduate – AA), Senior Teacher I (Graduate –B.Ed. or its equivalent), Supervising Teacher II (B.Ed. or its equivalent), Supervising Teacher I (B.Ed. or its equivalent and/or MEd or its equivalent).
Middle leaders are also mentioned in the 2021 National Learner Assessment Policy, which refers to Vice Principals of Instruction, Registrars, and school administrators.
3.3. Parents
The 2011 Liberia Education Administration Regulations state that principals interact with parents who serve on school advisory boards such as the parent/teacher associations (PTAs).
According to the 2017-21 Getting to Best Education Sector Plan, many schools have established Parent Teacher Associations, with their establishment encouraged by the government.
3.4. Students
No information was found on student councils.
4. Governance
4.1. Autonomy of school leaders
School principals do not have autonomy in hiring/dismissing teachers or choosing courses in schools. According to the 2011 Education Reform Act, appointments and dismissals of teachers and principals are governed by law, with dismissals being a result of an administrative hearing. County and district education officers are responsible for teacher hiring, dismissal, and transfer procedures.
Specified courses and textbooks are prescribed by the Ministry and used by all schools within the Republic.
4.2. Assessment and accountability of school leaders
A principal’s appraisal is designed by the Bureau of Basic and Secondary Education and places emphasis on evidence of effectiveness in managing teachers to achieve whole school development, as stated in the 2022 National Teacher Training Management Policy. District education officers are responsible for every principal in schools under their jurisdiction.
The 2017-21 Getting to Best Education Sector Plan aimed for robust, accessible, and efficient mechanisms to be in place to hold school principals, teaching staff, county and district education officers and the boards of education institutions to account for achieving quality standards and improved learning outcomes and relevant skills.
4.3. Teacher assessment by school leaders
All teachers must be appraised annually by the principal, in accordance with the 2011 Education Reform Act. According to the 2017-21 Getting to Best Education Sector Plan, the school principal is directly responsible for conducting annual performance reviews of teachers.
