The Ministry of Education and Research in Estonia has recently proposed a significant change in the contracts for principals of basic and high schools. The legislative intent notice suggests transitioning from indefinite contracts to fixed five-year terms for school principals. This proposed change aims to enhance the functioning of schools and improve the overall quality of education in the country.
In Estonia, school principals‘ contracts were initially fixed-term until 2008. However, to reduce their reliance on local authorities, the contracts were switched to indefinite terms. Over time, the Ministry of Education and Research has observed that this shift has resulted in inconsistent management quality across schools. The legislative intent notice highlights that the purposeful professional development of principals has been inconsistent, with some school operators failing to systematically assess the competencies and performance of principals.
According to the document, the uneven quality of school management has had a direct impact on student outcomes. Schools with weaker management may struggle to provide necessary support to students and teachers, leading to an increase in unqualified teachers, disparities in educational outcomes, and varying levels of satisfaction among students and teachers. The ministry believes that schools serving students from disadvantaged backgrounds particularly require principals with strong professional competencies.
To address these issues, the Ministry of Education and Research proposes implementing five-year contracts for principals. The selection process would involve competitive recruitment, with a committee evaluating candidates‘ management competencies based on a competency model. The chosen principal would undergo an annual development review and a certification process in the fifth year of their contract, conducted by the Estonian Association of School Principals.
The ministry anticipates that transitioning to fixed-term contracts would enhance the quality of school management, elevate the reputation of the principal’s role, increase the attractiveness of teaching positions, and ultimately raise educational standards. They plan to measure the success of this initiative by evaluating student satisfaction, teacher job security, work satisfaction, perceptions of management quality, and the implementation of new teaching practices by principals.
While acknowledging that fixed-term contracts may pose challenges for principals in terms of job security and attractiveness, the ministry argues that the uncertainty and increased mobility could boost principals‘ motivation, dedication, and effectiveness. They believe that a fixed-term employment relationship, coupled with development reviews and a certification system, would cultivate a pool of individuals with strong management skills who could excel in various leadership roles.
The Ministry of Education and Research aims to finalize the draft proposal by the end of the year, with potential government approval early next year and adoption by the Riigikogu by summer. If all goes according to plan, the new principal contracts could come into effect as early as the summer of 2026.
In conclusion, the proposed shift from indefinite to fixed-term contracts for school principals in Estonia represents a strategic effort to enhance the quality of education by ensuring consistent and competent school management. By implementing this change, the ministry hopes to create a more robust and effective educational system that benefits students, teachers, and the overall community.
