In general, all schools have the same management structure i.e. they have a patron, board of management and a principal teacher.
The patron is the body that establishes and operates the school and is responsible for the school’s characteristic spirit and ethos. The patron appoints the board of management of the school.
The board of management manages the school on behalf of the patron and is accountable to the patron and the Minister. The board must uphold the characteristic spirit (ethos) of the school and is accountable to the patron for so doing. Under Section 24 of the Education Act, 1998 (as amended by the Education (Amendment) Act, 2012) the board of management is the employer of teachers and other staff of the school. In the case of schools established or maintained by an ETB the relevant ETB is the employer in accordance with section 6 of the Education (Amendment) Act, 2012.
The principal is responsible for the day-to-day management of the school, including providing guidance and direction to the teachers and other staff of the school and is accountable for that management.
Read more: School's boards of management
The board of management of each school has overall responsibility for school policies. There are a range of different school policies that boards of management will, from time to time, be involved in developing, implementing and reviewing as appropriate.
Examples include:
The Department of Education is responsible for ensuring that appropriate physical infrastructure is in place so that learners throughout the system can have access to a modern learning environment that is fit for purpose and will meet the needs of the curriculum that is being taught. For more information see:
The Department of Education provides funding and additional supports to schools through per capita and other grant schemes. For more information see: Schools Financial Section
Teacher allocations are approved annually in accordance with established rules based on recognised pupil enrolment.
Read more at: Allocation of Teachers to Schools
SNA support is one of the central elements to the successful inclusion of students with special educational needs in education, including mainstream classes, special schools and special classes.
Read more at: Special Needs Assistants Allocations
NEPS psychologists work with both primary and post-primary schools and are concerned with learning, behaviour, social and emotional development. Each psychologist is assigned to a group of schools. See National Educational Psychological Service (NEPS).
Teaching Transforms. Shape the Future is an online resource with information for anyone thinking of becoming a teacher or returning to work as a teacher in Ireland.
Under Section 24 of the Education Act, 1998 (as amended by the Education (Amendment) Act, 2012) the board of management is the employer of teachers and other staff of the school. In the case of schools established or maintained by an ETB the relevant ETB is the employer and not the board of management.
The board’s role as an employer includes responsibility for the recruitment and dismissal of teachers and other staff within the school, subject to relevant department circulars, employment legislation and sectoral agreements. The links below have more information for employers, teachers and school staff:
- Appointment forms
- Breaks / Statutory and non-statutory leave entitlements
- Education Shared Business Services (ESBS)
- Employing a teacher
- Fixed Term Contracts
- Payroll Services
- Pensions Schemes for Teachers and Non-teaching Staff
- Posts of Responsibility
- Special Needs Assistant recruitment and qualifications
The Department of Education produces a range of strategic and annual statistics on pupils, schools, teachers, pupil retention and projections, while also fulfilling substantial national and international reporting requirements. These statistics contribute to the development of policies and services to the public and to meet the needs of learners, education providers and other users of education data, nationally as well as internationally.
For more information see:
The department consults with education stakeholders including education providers on a wide range of matters relating to schools. This is done both through formal consultation structures such as the Primary Education Forum and the Advisory Group on State Examinations, as well as on a topic by topic basis.
Formal consultation processes are also conducted on a regular basis.
The department communicates with schools directly by email and through the internal Esinet system. Schools can keep their contact details up to date with the department on the Primary Online Database (POD) or Post-primary Online Database (P-POD).
