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
A head teacher is the ‘senior teacher responsible for the administration of a school’, as defined in the 2012 General Education Act, 2023-30 National Teacher Education Policy, and 2017-27 National General Education Policy. A principal is defined as the ‘chief administrator of a school, a middle-level college or an institute’.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2014 School Governance Policy, 2014 School Governance Toolkit, and 2016 School Governance Handbook describe the duties of head teachers and other school leaders, including school management committees, Parent-Teacher Associations, and boards of governors in relation to school governance. The School Governance Handbook, which is used as a reference document for stakeholders, is the result of a joint undertaking by the Ministry of General Education and Instruction and partners, including the USAID-funded Room to Learn South Sudan project and the UK Aid-funded Girls’ Education South Sudan programme.
All teachers (including head teachers and principals) are additionally bound by the Teachers Professional Code of Conduct and Professional Standards for Teachers, which outline the roles and responsibilities of head teachers/principals.
Roles and standards are similarly covered in the 2023-30 National Teacher Education Policy and 2023-27 National Teacher Education Policy: Implementing Strategy, which apply to all teachers in both public and private institutions, including ‘school heads, directors or principals and deputies as part of school leadership and governance’. These teacher policies were developed in partnership with the UK-based Curriculum Foundation.
Additional roles and responsibilities for head teachers are outlined in the 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors, National Inclusive Education Policy, and 2017-22 General Education Strategic Plan. The 2016 Parent Teacher Association Training Manual, developed by the Ministry of General Education and Instruction in partnership with USAID and Room to Learn, similarly includes a section on the roles and responsibilities of head teachers in relation to managing the school; managing teaching and learning; managing school resources; and relationship with school governing bodies.
According to the 2012 General Education Act, the head teacher is responsible for the administrative and professional management of public schools under the supervision of the relevant Ministries. Governing bodies are responsible for setting strategic direction, ensuring accountability, and supervising the school's performance.
Roles
Setting expectations/objectives: According to the 2016 School Governance Handbook, the head teacher and the school management committee/board of governors develop the school development plan and are responsible for its monitoring and evaluation. One of the specific roles of the head teacher is to lead the school development planning process and carry out the school's vision and mission. The 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors similarly highlights that the head teacher’s role is to ensure the timely development of school plans; and ensure that the school development plan reflects the characteristics of their school and its community; explain the school development planning process to all school staff, parents and other community members; communicate the school development plan to all members of the school’s community; monitor the implementation of the school development plan; and regularly communicate information on student achievement as part of the school development plan’s monitoring and evaluation process.
The 2017-22 General Education Strategic Plan additionally states that head teachers, in collaboration with school management committees and parent-teacher associations/boards of governors, are responsible for developing and implementing school improvement and safety plans to make sure school facilities are properly maintained and accessible for learners with disabilities. They should also ensure that plans are in place for the safety of learners both in school and on the way to and from school. This includes prevention, preparedness and response actions for natural hazards such as strong rains, winds, lightning and flooding as well as conflict threats for the school or learners.
Developing teaching and learning: The 2023-30 National Teacher Education Policy highlights that all head teachers, deputy head teachers and school governors should promote a culture of innovation, continuous school improvement and excellence in all schools. According to the Teachers Professional Code of Conduct, the head teacher shall be the ‘custodian of good educational standards in their school and shall aim at quality educational standards’. The 2017-27 National General Education Policy additionally states that head teachers, deputy head teachers and senior teachers must supervise all teachers in their schools, which is expected to improve teacher performance and positively impact the quality of teaching and learning in all schools throughout the Republic of South Sudan. The head teacher should also provide feedback, for example, on the teachers’ weekly schemes of work, lesson plans, and teachers’ attendance. The head teacher is similarly responsible for supervising school performance, as described in the 2016 School Governance Handbook.
Promoting collaboration: According to the 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors, the head teacher is responsible for ensuring that the community participates in setting priorities for school development; helping teachers, school leaders, parents and other community members understand their role in the school development process, and inviting them to participate. The 2017-22 General Education Strategic Plan similarly highlights that the head teacher is responsible for establishing a good relationship between the school administration and the surrounding community and for establishing a ‘talking’ environment in schools and classrooms whereby all learners, teachers and parents constructively communicate with one another and feel they have a role in the school. They must additionally ensure that parents, caregivers, and community members are invited to school open days, which include classroom visits, seeing children’s work, and talking with teachers. This also helps parents learn more about the school, as well as discuss reports on school performance in areas of safety, learner satisfaction, and emergency preparedness. A child-friendly school, as described by Ministerial Order No 18/2017 and the School Inspection Framework, includes the need for schools to be a ‘talking school’ that communicates important messages to students, teachers, and the surrounding community. The school should be a vibrant centre for dialogue and establish a special working relationship with the community and parents.
Supporting staff development: Head teachers, deputy head teachers and senior teachers are expected to support teachers and promote their continuous professional development, as described in the 2017-22 General Education Strategic Plan. The Ministry specifically aims for head teachers, deputy head teachers and senior teachers to support all teachers in their schools through lesson observation and evaluation and provide in-service, school-based teacher training which supports the professional development of teachers and keeps their motivation and morale high. The 2023-30 National Teacher Education Policy additionally states that head teachers and school supervisors need to maintain records of teacher attendance and participation in continuous professional development activities to make sure they all have access and are participating. Head teacher support for staff professional development is equally highlighted in the 2016 School Governance Handbook, 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors, and Teachers Professional Code of Conduct.
According to the 2020 National Inclusive Education Policy, head teachers are also specifically responsible for ensuring all teachers are well trained on inclusive education, and/or learner centred pedagogy with a strong inclusive education component. They are also expected to observe and advise all teachers to make sure they understand inclusive education principles, welcome and support all children, and apply inclusive education training.
Acting in accordance with the ethical principles of the profession: The head teacher is bound by the Teachers Professional Code of Conduct and must exhibit high standards of personal integrity and professional ethics, setting a good example in the strict observance of all its provisions. This includes respect of human dignity and rights, the ability to act with fairness and without negative discrimination or bias, and undertaking duties with honesty and integrity. The head teacher is generally expected to portray exemplary behaviour both within and outside of school.
Others: The 2020 National Inclusive Education Policy includes detailed provisions for head teachers’ roles in implementing ‘inclusive school leadership’. This includes ensuring heterogeneous (mixed) groupings of learners are primarily developed (to avoid segregating disabled and non-disabled children); and ensuring that all learners with disabilities or those facing exclusion in community-based learning are included in the register of a local school and are part of a class; monitoring the provision of accessible physical environments; supporting proper functional screening of all learners; and ensuring that education institutions have access to the inclusive education policy and use it as a working document. Head teachers are also expected to consult with parents/guardians, school governing bodies, teachers, and other stakeholders, on ways to overcome barriers to educational presence, participation and achievement faced by learners with disabilities, and by others at risk of exclusion. It is the responsibility of all the heads of learning institutions and their management committees, supported by Resource Teachers and the county Inclusive Education Inspectors, to ensure a common inclusive and equitable learning environment.
According to the Teachers Professional Code of Conduct, head teachers must additionally enrol children to school without bias or discrimination and within regulations and provisions of laws in force in South Sudan; collect education fees; pay salaries and wages to the rightful owners; account for all money collected and received on behalf of school; keep all school records in safe condition; ensure punctuality is observed by staff and students; and report factually and objectively on matters of learners without fear, favour bias, or any other form of discrimination (among others).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Head teachers at both the primary and secondary level must possess at least a diploma in education and at least 3 or 5 years of experience in the same field, respectively.
The 2012 General Education Act provides for the minimum quality standards for the recruitment of teachers at pre-primary, primary, secondary and adult education levels (Article 22), with no specific provisions for head teacher qualifications. Teachers at the highest school level (secondary) are required to possess bachelor’s degrees or equivalent in Education or a bachelor’s degree in another discipline, in addition to a teaching qualification from a recognized teacher training institution. Teachers are promoted in accordance with Public Service Regulations, while all teachers must be registered with the National Ministry of Education and be licensed to join the teaching profession.
The 2023-30 National Teacher Education Policy aims to amend the 2012 General Education Act to raise the minimum qualification for recruitment of teachers, but there is similarly no explicit mention of head teacher qualifications.
Appointment decision
Head teachers are appointed and recruited in accordance with Public Service Regulations and the 2011 Civil Service Act based on free and fair open competition and merit and the approval of the Ministry of Public Service. All levels of government are responsible for the recruitment, appointment, promotion, transfer and dismissal of employees of the civil service. According to the 2012 General Education Act and 2017-27 National General Education Policy, the National Ministry of Education is responsible for deploying and transferring head teachers, teachers and staff to all national secondary schools in the Republic of South Sudan (Article 28). State Ministries are responsible for the deployment of head teachers, teachers, and supporting staff to all public schools throughout their respective states. County education departments ensure that head teachers, teachers and support staff deployed by the State Ministries to all public schools go to their respective schools without delay or fail.
Employment equity measures
The 2015-17 Girls’ Education Strategy for South Sudan aims to increase the number of qualified female teachers and education managers and train gender officials, SMCs, and PTAs on the importance of girls’ education.
According to the 2011 Civil Service Act, recruitment or promotion of public officers (which includes head teachers) must be exclusively dependent upon the applicant’s suitability for the post and not be decided on grounds of race, creed, sex or religion.
The Ministry of General Education and Instruction in consultation with the National Ministry of Labour, Public Service and Human Resource Development aims to develop a comprehensive affirmative action policy for female teachers at all levels to achieve gender equality in the teaching workforce.
Working conditions
The conditions of service for teachers are provided in the 2012 General Education Act, with all teachers having the right to be members of a professional body or association (Article 24). All teachers (including head teachers and principals) are employed in accordance with Public Service Regulations, with all qualified teachers (including head teachers) considered civil servants on permanent contracts. Unqualified teachers may be ‘temporary’ or ‘contract’ teachers. Under the 2011 Civil Service Act, temporary employment is only approved in very specific cases, such as temporary replacements and seasonal activities. Civil servants receive salaries based on a standardized salary level, grade, and related range associated with their specific position. The classification system for the salaries of civil servants is based on the levels of education and the complexity of the tasks performed in each post. The State Ministries of Education are responsible for paying all teacher salaries and allowances in accordance to the law and public service regulations. The 2023-30 National Teacher Education Policy aims to provide additional allowances to teachers and increase teacher pay.
Every teacher has the right to be a member of a professional body or association such as a club, a professional association or a union and to participate in activities of such a body in accordance with the Law.
2.3. Leadership preparation and training
Pre-service training
The 2023-30 National Teacher Education Policy, Teachers Professional Code of Conduct and Professional Standards for Teachers form an integral part of all teacher (including head teacher) pre-service and in-service training. All teacher education programmes and materials are additionally expected to adhere to the Teacher Education Quality Framework and be able to demonstrate strategies to implement it.
Induction and in-service training
According to the 2017-27 National General Education Policy, all school head teachers, deputy head teachers, teaching staff, and school governing bodies will be given initial training on the school inspection system and will be given further training as and when necessary.
The 2023-30 National Teacher Education Policy and 2023-27 National Teacher Education Policy: Implementing Strategy aims to train school head teachers, deputy head teachers, PTAs and boards of governors to improve the quality of management, leadership and governance in all schools in the country. The policy additionally supports developing the capacity of teachers and head teachers to deliver quality services to learners requiring additional support, including learners with disabilities. Similarly, the 2023-27 General Education Sector Plan supports the training of head teachers, emphasizing the significance of contingency plans in the context of disaster prevention, preparedness, and response. It specifically aims to train more than 6,000 head teachers on school-based inspection and pedagogical support for teachers and train head teachers and education managers (payam and county) on the use of the school performance monitoring tool and the Child-Friendly School Index.
The 2017-22 General Education Strategic Plan also supports head teacher and teacher training on the revised curriculum, inclusive education, revised regulations, and the implementation of school improvement and safety plans.
The 2017-27 National General Education Policy and 2020 National Inclusive Education Policy additionally aim to train head teachers and teachers on inclusive education so they are better able to support varying learning needs within their schools or classrooms.
3. Teachers, parents and students
3.1. School management committees and boards
The 2012 General Education Act regulates the administration of public schools. According to the Act, the governance of public schools is vested in a governing body known as the Parents and Teachers Association (PTA) at primary levels and the Board of Governors (BOG) at secondary levels, adult education colleges, or teacher training institutions (Article 29). Governing bodies are responsible for all school matters related to finance, academics, discipline, co-curricular activities, and the general welfare of schools, in addition to setting the strategic direction, ensuring accountability, and supervising the school’s performance. The day-to-day administrative activities of the school and their professional management is the responsibility of the head teachers under the supervision of the relevant Ministries. The establishment and operational procedures of such governing bodies are provided for in rules and regulations issued by the Ministry of General Education, in addition to the 2016 School Governance Handbook and 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors.
Primary schools are governed and managed by School Management Committees, while secondary schools are managed by Boards of Governors. School Management Committees (SMCs) and Boards of Governors (BoGs) are part of the Parents Teachers Association. SMCs/BoGs are composed of teachers, PTA members, learners, community leaders and representatives of professional bodies. The SMC/BoG meets at least once a month during school terms. The maximum number of people in an SMC/BoG is 13. The SMC/BoG reports to the PTA. The members of the school governing body should be selected by the school staff and the Parents Teachers Association.
The 2016 School Governance Handbook describes several measures to ensure different groups are part of the school governing bodies. Members should include women, parents or household members of disabled children, and representatives from many groups in the community. The 2014 School Governance Policy suggests that a school governing body include a maximum of 13 members, out of whom at least 5 should be female. The parent-teacher association (PTA) executive committee needs to have two female office bearers. Additional objectives include organising special women’s meetings to help them understand they play an important role in the PTA, SMC/BoG, and school community; making the community aware of the goals for having women and men on the PTA and SMC/BoG; working with traditional and religious leaders to hold meetings about women and men being on the PTA and SMC/BoG; and organising small groups of women to talk with one another during meetings.
The head teacher’s role is to ensure that the school has a functioning SMC/BoG; ensure that the SMC/BoG holds regular meetings; represent school leadership on the SMC/BoG; and attend SMC/BoG meetings regularly.
The 2020 National Inclusive Education Policy additionally provides for the establishment of a School Level Inclusive Education Advisory Committee, which is established as part of the school management committee to help school leadership and teachers make adaptations and improvements to include learners with disabilities and other learners at risk of exclusion. This committee is composed of three representatives of the Parents Teachers Association; one head teacher representative; one Payam Supervisor; two representatives of inclusive education school clubs; one representative of resource teachers; class teachers; one representative of parents/caregivers of children with disabilities; one representative of Disability Inclusion Facilitators; other relevant local agencies; one representative from Boma; and one professional from another government department. The functions of the School Level Inclusive Education Advisory Committee are to develop strategies to support teachers in meeting learners’ needs and to reduce barriers to learners’ success in learning; mobilise learners from within the community to be enrolled in mainstream schools (including learners with disabilities); ensure that safety measures are taken within the school premises in order to reduce risk/accident; develop an inclusive education component of any school improvement/development plan; solve specific learner problems, as necessary; and produce a report of the capacity, infrastructure and institutional gaps identified in schools and local education authorities ability to include learners with disabilities and other excluded learners.
3.2. Middle leaders
The 2017-27 National General Education Policy describes the roles of senior teachers in teacher supervision and support, teacher training, and implementation of national policies, laws, regulations, programmes and strategic plans. Senior teachers, alongside head teachers, supervise all teachers in their schools. Senior teachers may support teachers through observation and evaluations and through the provision of in-service school-based teacher training.
3.3. Parents
The composition and functions of the Parent Teacher Association (PTA) are described in the 2016 School Governance Handbook, 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors, and 2016 Parent Teacher Association Training Manual. PTAs are defined as “a body of teachers and parents that mobilizes resources from the community on behalf of a primary or secondary school, and participates in passing the School’s annual plans and budget.” PTAs are composed of parents, teachers, and community members who come together to lead and help the school. The minimum number of people for PTA meetings is 25. School Management Committees and Boards of Governors are part of the Parents Teachers Association.
The role of parents in PTAs is to participate in PTA meetings and discuss school performance in supporting their children to learn; elect four delegates to represent parents’ views and interests in the SMC/BoG; actively participate in writing the School Development Plan; and monitor the implementation of School Development Plan activities.
The 2016 Parent Teacher Association Training Manual further details the focus areas of PTAs in relation to school management; resource mobilization; learner and teacher well-being; emergency preparedness; and sensitization and awareness creation.
3.4. Students
According to the 2014 School Governance Toolkit: Guide for School Management Committees and Boards of Governors, all schools, including single-sex schools, should ensure that two learners are represented in the school governing body. The toolkit includes specific provisions for students taking part in school governance. It encourages the SMC/BoG to speak directly to learners to gain important knowledge on how to improve their learning and the school. The government aims for students to be involved in the school development planning process, while out-of-school children should be encouraged to advise schools on what stops them from coming to school and what steps the school can take to help them attend school.
The 2016 School Governance Handbook similarly states that SMC/BoGs should listen to the Head Boy and Head Girl during meetings and use that information to decide on actions to help learners.
4. Governance
4.1. Autonomy of school leaders
Schools must teach the national education curriculum and courses developed by the Ministry of Education, with school leaders responsible for extra-curricular activities and ensuring the appropriate curricula are covered.
Teachers are promoted, demoted and dismissed in accordance with Public Service Regulations. According to the Teachers Professional Code of Conduct, head teachers cannot suspend teachers without a recommendation from the SMC or BoG. However, if the head teacher believes the teacher is detrimental to the school, they can suspend them for a period not exceeding one month. Thereafter, they must notify the subcommittee of discipline which looks into the matter and makes a ruling.
School finances are managed by the SMC/BoG and head teacher. The head teacher must account for all the money collected and received on behalf of the school and ensure school funds are used according to approved plans and budgets. The SMC/BoG helps to keep the head teacher accountable for the use of school funds. The school budget needs to be checked by the Payam Education Supervisor and discussed with the community. The PTA manages the school funds raised by the community.
4.2. Assessment and accountability of school leaders
According to the 2012 General Education Act and 2017-27 National General Education Policy, the Ministry of Education is responsible for monitoring the performance of head teachers in national secondary schools to ensure that optimum standards are adhered to (Article 28). State ministries monitor the performance of head teachers in state public schools, while county education departments support the state ministries to monitor the performance of head teachers.
Schools are inspected based on the School Inspection Framework, which includes a dedicated area of focus on leadership and management. This area of focus examines whether the headteacher and senior leaders in the school set a clear vision for the school; create a supportive ethos for a child-friendly school; understand the new curriculum and its booklets of guidance; support teachers in the implementation of the new curriculum; set expectations for teachers and learners; carry out self-evaluation; and promote school improvement. The inspection team collects evidence on Leadership and Management focus areas mainly through meetings with the school leaders and managers, by analysis of records and documents, interaction with students and teachers, and by meeting with committee members and members of the community. Annex 7a of Ministerial Order No 18/2017 details specific aspects of Leadership and Management that inspectors must consider and for which they must collect evidence prior to reaching a judgement. Annex 7b contains grade descriptors for the area.
The inspection additionally looks at the effectiveness of the Board of Governors or Senior Management Committee in consulting stakeholders, helping the school to plan, monitor and evaluate developments in the school, and setting up clear lines of responsibility to the PTA. Inspections occur once a school term and take three days to complete.
Head teachers are additionally responsible for leading the school evaluation process by listing the strengths and weaknesses of their schools on a School Self-Evaluation Form, as described in the 2016 School Governance Handbook.
4.3. Teacher assessment by school leaders
According to the 2017-22 General Education Strategic Plan, head teachers are responsible for teacher evaluation and assessment. Performance assessment and promotion of teachers is conducted in accordance with the 2011 Civil Service Act. Head teachers, deputy head-teachers, and senior teachers support all teachers in their schools. Such support may include observing teachers delivering lessons and giving evaluative and constructive feedback to them on such lessons; and coaching the teachers and acting as Mentors for the teachers. Teachers are also observed during the school inspection. The head teacher may suggest teachers not be observed. Observations may focus on a particular teacher for one or more lessons. Any teachers who are observed are given feedback which focuses on a few positive aspects and some advice to how the lesson could have been improved.
