School Leadership and Management Roles
The education system is centrally governed by the Ministry of Education, Sport and Youth (MESY). School leadership structures are standardized across public primary and secondary schools, with clearly defined administrative and pedagogical responsibilities.
School management at the pre-school level (day nurseries) is the responsibility of the director of the institution, while monitoring of the institutions is exercised by the Welfare Services of the Ministry of Labor and Social Insurance.   
Management at school level is the responsibility of the school head assisted by the deputy headteachers, while monitoring of schools and staff is exercised by the Inspectorate of the Ministry of Education, Sport and Youth (MESY).
General matters relating to the management and administration of schools are described in Chapter 1: Organization and Governance. 
1. School Head 
The school head is of the highest authority within the school and is responsible for the overall management of the institution.
Key responsibilities include:

• Implementation of national education policies and ministry circular
• Management of staff, resources, and school operations
• Oversight of teaching quality and student welfare
• Coordination with parents, school boards, and the ministry
• Ensuring compliance with health, safety, and administrative regulations
  2. Assistant Heads 
  Schools may have one or more assistant heads depending on enrolment size. They support the school head in administrative and organizational duties.
  Typical responsibilities include:
• Preparation of timetables and supervision schedules
• Monitoring student attendance and behavior
• Coordination of teaching teams and school activities
• Organization of internal and external examinations
• Acting on behalf of the school head when required
  3. Heads of Department – Secondary Education
  In gymnasia, lyceums, and technical schools, heads of department provide subject specific leadership.
  The main duties include:
• Pedagogical guidance and support for teachers
• Monitoring curriculum implementation
• Coordination of teaching materials and departmental planning

Tracking student performance within the subject area
4. Teachers
Teachers contribute to both instructional and administrative functions.
Administrative responsibilities may include:

• Class duties
• Recordkeeping and student monitoring
• Participation in school committees (e.g., safety, events, assessment)
• Communication with parents and guardians

5. Administrative Staff
Administrative staff are more common in secondary schools and support the school’s operational functions.
Their responsibilities include:

• Management of student records and official documentation
• Handling correspondence and communication
• Supporting the School Head and Assistant Heads
• Managing enrolment, attendance, and certification processes

6. School Boards
School Boards operate at the municipal level and support the functioning of public schools.
Their responsibilities include:

• Management of school buildings and infrastructure
• Oversight of maintenance, cleaning, and utilities
• Allocation of financial resources for school needs
• Collaboration with school leadership teams

7. Specialist Support Staff
Depending on school needs, additional support professionals may be assigned.
These include:

• School psychologists
• Special education teachers
• Support staff for students with special educational needs
• Social workers (in specific cases)
  Their role is to support student wellbeing, inclusion, and behavioral or learning needs.

Requirements for appointment 

General matters relating to Initial education for teachers working in early childhood and school education are described in Chapter 8: Initial education for teachers working in early childhood and school education
The basic qualifications required to become a school head
School heads in public primary and secondary education are appointed through a centralized promotion process managed by the Education Service Commission (ESC). Candidates must meet the following core requirements:

• Recognized academic qualifications : A university degree relevant to the teaching sector and a valid teacher qualification recognized by the Cyprus Council for the recognition of higher education qualifications (KY.S.A.T.S - CCRHEQ.) 
• Teaching experience: A substantial period of service in public education (generally 10–12 years), including experience at the level where the candidate seeks appointment.
• Positive performance evaluations: Consistently favorable annual evaluations with no disciplinary issues.
• Leadership competence: Demonstrated ability to undertake administrative and pedagogical responsibilities, often evidenced through roles such as Assistant Head or Head of Department.
• Successful completion of the ESC promotion procedure: Candidates are ranked based on qualifications, experience, evaluations, leadership activities, and interview performance.
• Knowledge of educational legislation: Familiarity with national education laws, Ministry regulations, and school governance requirements.

The positions of the headteacher, the deputy headteacher and the deputy headteacher A’ are promotional positions at the school level. Vacant positions are announced by the Educational Service Commission (ΕSC) in the Official Gazette, and the teachers who are interested in promotion submit an official application to the ESC.   
At the primary and pre-primary level, teachers must have at least thirteen years of service, five of which are spent in public schools, to apply for the position of deputy headteacher. Deputy headteachers with a minimum of three years in the post are eligible to apply for the post of headteacher.

At the secondary school level, teachers must have at least twelve years of service, five of which are spent in public secondary schools, to be eligible for promotion to the post of deputy headteacher. An applicant for the position of deputy headteacher A' must have at least two years of experience as a deputy headteacher and ‘very good’ knowledge of Greek language. Applicants for the post of headteacher must have served at least two years as deputy headteachers A'.
After the period for applications to be submitted is over, the ESC sends all the application forms to the advisory committee at the Ministry of Education, Sport and Youth (MESY) which suggests a list of names (three times as many as the vacancies available) and ranks them according to certain criteria - high standard achieved on regulated evaluations, additional academic qualifications and length of service. The list of names is then announced by the Ministry of Education, Sport and Youth (MESY) and for a ten-day period after the announcement of the list, each candidate could submit an objection to the quantitative assessment assigned by the Advisory Committee. Such an objection may lead to changes in ranking or in the names on the list.
Following an interview with the ESC, promotion is offered to those selected by the Commission (ESC), after evaluation of the interviewees’ performance at an interview on a scale of 1-5. One representative of the respective Directorate of the Ministry of Education and Culture participates in the interview and expresses an opinion which may or may not be taken into consideration by the commission when making a final decision.
The criteria for appointing a school head (or equivalent)
School Heads in Cyprus are appointed through a centralized promotion process managed by the Education Service Commission (ESC). The main criteria are:

• Recognized academic qualifications: A university degree and a valid teacher qualification appropriate to the level of education.
• Teaching experience: A substantial period of service in public education (generally 10–12 years), including experience at the level where the appointment is sought.
• Positive performance evaluations: Consistently favorable annual evaluations and no disciplinary issues.
• Leadership competence: Evidence of administrative and pedagogical leadership, often through roles such as assistant head or (in secondary education) head of department.
• ESC promotion procedure: Candidates are ranked based on qualifications, experience, evaluations, leadership activities, and interview performance.
• Knowledge of educational legislation: Understanding of national education laws, Ministry regulations, and school governance requirements.
  Differences between levels of education
  The criteria are largely the same for primary and secondary education, with two distinctions:
• Candidates must hold qualifications relevant to the specific level (primary or secondary).
• Experience as a head of department is relevant only in secondary education
• Conditions of service 
   

Information concerned specifically with the conditions of service of school heads (or equivalent), especially as regards aspects such as recruitment, professional status, and salary, working time, transfer and professional mobility, dismissal, retirement or continuing professional development are provided below. 

Conditions of service of school heads

The conditions of service for the management staff at all levels of early childhood and school education are prescribed in the schemes of service for each post and the governing legislative framework for each level of education.
Details on the conditions of service for school heads and other management staff, especially as regards professional status, salaries, working time, dismissal, retirement and continuing professional development can be found in Article 8.2: Conditions of Service for Teachers Working in Early Childhood and School Education.
Recruitment and Appointment
School heads are appointed through a centralized promotion system managed by the Education Service Commission (ESC).
Appointments are based on:

• recognized academic qualifications
• required years of teaching experience
• positive performance evaluations
• demonstrated leadership competence
• ranking in the ESC promotion list, which includes an interview
   

There is no direct external recruitment; all school heads are promoted from within the public teaching service.

Professional Status

• School heads are civil servants within the public education system.
   
• They retain their status as teachers but hold a higher administrative and leadership grade.
• Their duties include school management, implementation of Ministry policy, staff supervision, and ensuring educational quality.
• They are accountable to the Ministry of Education, Sport and Youth (MESY) and operate within a highly centralized governance structure.
• Tenure in the position is stable, subject to national regulations and performance standards.

Salary and Career Structure

• Salaries follow the national public sector pay scale.
• School Heads receive a higher salary grade than teachers and Assistant Heads, reflecting their administrative responsibilities.

Salary progression is based on: 

• years of service
• position held (Assistant Head → School Head)
• national pay increments

Additional allowances may apply for: 

• school size
• specific administrative duties
• years of service in leadership roles
   

There are no major differences in salary structure between primary and secondary School Heads, although the exact grade may vary depending on school type and size.

Differences between levels of education
The conditions of service (status, salary scale, appointment process) are largely the same for primary and secondary education.
The main differences relate to:

• the teaching specialization required for eligibility
• the leadership experience considered relevant (e.g., head of department roles exist only in secondary schools)

Administration and governance at local and/or institutional level
Information on continuing professional development for teachers working in early childhood and school education is provided in Chapter 7: Administration and governance at local and/or institutional level

Information on the conditions of service of teachers working in early childhood and school education is provided in Chapter 8: Conditions of service for teachers working in early childhood and school education and Chapter 8: Continuing professional development for teachers working in early childhood and school education.