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
In Hungary, school leaders - and kindergarten leaders, too - are called "igazgató"; in the case of a complex, multi-purpose institution, "főigazgató". The term "igazgató" is used for the leaders of public education institutions (kindergartens, primary schools, and secondary schools with different profiles) and is also used in the 2011 Act on Public Education (Act CXC of 2011 on National Public Education). In English, the translation school director or school principal is the most appropriate translation.
The director is appointed by “fenntartó” or the the maintainer of the institution, who, according to the 2011 Public Education Act, is the minister responsible for public education for all state-maintained public education institutions except kindergartens. The system of maintainers is shared across the Hungarian education system. The Ministry of Interior is the maintainer of the public education system, the Ministry of Culture and Innovation is responsible for the higher education system, along with the vocational and adult education system as well, adding that specific vocational areas are under the maintenance of specific ministries (e.g. agriculture training is under the Ministry of Agriculture, military cadet training is under the Ministry of Defence and policy training is under the Ministry of Interior. The public education system maintenance is distributed among different actors according to the Government Decree 134/2016. Kindergartens are maintained by local governments; the primary and secondary education is under the maintenance of a central maintainer institution (Klebelsberg Center) which coordinates the regional School District Centers. Other entities can also act as maintainer (e.g. Church, NGOs etc.).
The director's work, the implementation of activities related to the running of the school and the resolution of conflicts of interest may be supported by several bodies. These include the school council, the institutional council and the school board, which may be established in public education establishments but are not compulsory. These bodies are composed of representatives of the groups concerned. The Public Education Act and related regulations regulate the way and rules for their establishment.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Decree 20/2012 on the functioning of public education institutions and Section 69 of the 2011 Public Education Act define the duties of the director of a public education institution. In Hungary, the law provides for a minimum period of qualifications and professional experience. There are no specific competence requirements for directors codified in law. There are efforts to develop a competence test for selection purposes. However, the assessment and development of managerial competencies is essential and is carried out by the Inspectorate of Education using public standards, methods and tools.
During the external school inspection process and its internal self-evaluation part, principals are assessed along the following competencies (based on the Central5 framework):
- leading and managing of pedagogical processes
- leading and managing the institution
- leading and managing change
- leading and managing others
- leading and managing self
The competence framework is detailed in handbooks published by the Education Authority, approved by the minister for education for external school inspection and for internal self-evaluation. Besides the evaluation of leadership competencies, the process contains evaluation of individual teachers and the whole school itself.
Roles
Setting expectations/objectives: According to the 2011 Public Education Act (§ 69), the school director is responsible for deciding on all matters related to the operation of the institution that are not assigned to other competencies by law. His/her role is primarily that of the pedagogical leader of the institution; he/she has limited powers of employment in state-run institutions, and he/she has an influence on the management (financial issues) through planning, which is decided by the school district. The documents governing the operation of the institution are as follows. The pedagogical programme contains the pedagogical principles, values, objectives, tasks, tools and procedures of the educational work in the school; the local curriculum, which is based on the framework curriculum; and the system of assessment of pupils' progress. The director draws up this document in consultation with the teaching staff. Its operation is governed by the Organizational and Operational Rules (SZMSZ). This includes the definition of the organisational structure, decision-making competencies, communication (internal and external) and representation of the institution. When applying for a post in a state school, the director must set out the strategy and vision for the institution based on a detailed analysis of the situation. The annual work plan is the basic document that determines the functioning of the institution. The director plays a crucial role in its preparation. The pedagogical programme and the OOR (SZMSZ) require the approval of the maintainer. The detailed content of these documents, the rights and obligations for consultation related to their development are defined in the Public Education Act and related regulations (e.g. EMMI Regulation 20/2012 (VIII. 31.) EMMI, Chapter II).
Developing teaching and learning: The director regularly prepares/reviews the school's pedagogical programme and maintains the local curriculum. The yearly pedagogical programme for the school, prepared by the director, determines the educational programme of the school. It includes pedagogical tasks that are related to a plethora of topics such as personality development, health, the content of class teacher’s work, the school’s local curriculum, the subject matter to be taught, and the selection of education materials. In preparing the subject allocation, the director plans, where necessary and possible, remedial and developmental activities for pupils. Every six months, it draws up a report on pupils at risk of dropping out and decides on educational interventions as necessary. The specific tasks and activities to implement the pedagogical programme are set out in the annual work plan, which is drawn up by the director in consultation with the teaching staff and approved by the maintainer. The director also provides all material conditions required for the educational institution's operations. In secondary schools, the programme may contain additional information, such as the specific pedagogical methods used in the school and information on knowledge assessments.
Promoting collaboration: Strategies for cooperation are set out in three documents: the pedagogical programme, the Organizational and Operational Rules (SZMSZ), and the annual work plan. There are legal provisions on the content. The director of the public education institutions, in accordance with the 2011 Education Act, ensures appropriate cooperation and communication with the school board, employee representative organisations, student councils and parents' organisations. Decree 20/2012 on the Operation of Educational Institutions lists requirements for the school Rules of Organization and Operation (SZMSZ) and states that it should include information such as communication standards with parent organizations, student organizations, school management, and the community. The pedagogical programme should contain similar information on community collaboration.
Supporting staff development: Act CXC of 2011 on National Public Education and the 277/1997 (XII. 22.) Government Decree on Teacher Training, Teacher Qualification Examination and the Allowances and Benefits for In-Service Teachers mandate that the head of the educational institution draft a five-year in-service training programme, taking into account the pedagogical programme and the needs of their staff. The programme is adopted by the school council and is reviewed once a year in agreement with the school’s maintainer. The school head, with the assistance of a professional working group, makes a yearly enrolment plan to implement the in-service training programme. Sub-programmes are included for the vocational examination and continuing training. In the annual work plan, the head teacher sets out programmes to support professional development: team meetings, class visits, and professional programmes for non-teaching days.
Acting in accordance with the ethical principles of the profession: Directors are expected to follow the National Code of Ethics of the Faculty (updated in 2024) developed by the National Faculty of Education. The code consists of general ethical principles and rules. The principles are: 1) Volunteerism; 2) National Interest; 3) Commitment; 4) Responsibility; 5) Professional Competence; 6) Professional Humility; 7) Good Faith and Integrity; 8) Dignity, Leadership by Example; 9) Personal Exemplarity and Expectation; 10) Impartiality; 11) Justice, fairness; 12) Protection; 13) Non-prejudice, equality; 14) Transparency; 15) Collaboration; 16) Constructiveness and self-development; and 17) Intellectual knowledge. The code then discusses specific examples regarding teacher relationships with their colleagues, students, and parents. In the event of an ethical violation, disciplinary procedures may be initiated.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Section 11, 73. § of the 2023 LII Act on the New Career Path of Teachers and the related Government Decree 401/2023 states that the conditions of an assignment to become head of an educational institution are: tertiary qualification and professional qualifications required to fulfil the teacher position in the given educational institutions (a master’s degree in the case of a secondary school); qualification in institution management, which can be obtained at a teacher’s post-graduate specialist examination; at least four years professional experience in teacher position (or at least a weekly 10 hours of external lecturer assignment); and permanent full-time employment as a teacher at an educational institution for an indefinite time or full-time employment as a teacher for an indefinite time.
To be a teacher, one must have either a teacher’s master's degree, have participated in a long training programme, or have a non-teacher master’s degree in parallel with the long training programme.
Appointment decision
According to the Public Education Act 2011, the director of the institution is selected by a public application procedure. The procedure is standardised by Government Decree No 401/2023. During this process, the teaching staff and the Board of Directors are led by the “maintainer” of the institution. The application contains the applicant's curriculum vitae, his/her management programme, as well as credible proof of compliance with the conditions set out in the call for proposals. The applications are considered and ranked. The ranking is sent to the Minister. In the case of state-maintained schools, the director can be appointed for a second term of 5 years without an application procedure if the maintainer and the teaching staff support him/her. In the case of non-state schools, the application procedure may be waived, and the director may be chosen by the maintainer.
The only compulsory role in the application/selection process is that of the maintainer; there is no other compulsory involvement.
Employment equity measures
For schools where the language of education is exclusively performed in a minority language, or where more than half of the students are instructed in two languages, preference is given to the school head candidate belonging to the given ethnic minority according to the 2023 LII Law on the New Career Path of Teachers. According to Government Decree 401/2023 the selection of school leadership in minority education must have the consent of the local minority self-government.
Working conditions
The director is appointed for five years. There may also be an appointment for a maximum of 1 year or until the position is filled due to unsuccessful application or resignation. There are no specific trade union arrangements for directors. Union membership or non-membership is a free choice.
There is no specific salary scale for directors of institutions. Their remuneration (basic salary) is determined by the permanent status of the teacher (qualification, experience, position in the teacher career system). As directors, they receive a supplementary payment of between 30 and 87% of the basic salary (See: Act LII of 2023 on the New Careers of Teachers, 102. §). The number of pupils in the school determines the different percentages. The director may be granted an incentive supplement by the governing body. Other senior staff of the school (deputy headteacher, etc.) also receive a commission. Leaders (directors, general directors) who have served as director or general director for at least two consecutive terms are entitled to an "honorary director or honorary general director" title if they continue to work in the institution after the expiry or termination of their term as director. The title is accompanied by a leadership mandate fee at the rate set by the maintainer recognizing their prior leadership and continued contribution to the institution. The salaries of directors and other managers, management fees (and other remuneration) and incentive schemes are set out in Government Decree 401/2023 (VIII.30.).
Since January 2024, neither the teachers nor their leaders are considered public servants. Their employment is ruled by Act LII of 2023 on the careers of teachers and its implementing decree.
In accordance with the Labour Code, the working hours of school heads are 40 hours a week. Directors do have a set number of classes per week that they are asked to teach. The larger the school, the fewer hours they teach. For example, the headmaster of a secondary school with at least 450 children enrolled must teach two hours per week, according to Annex 2 of the Act LII of 2023 on the New Career Path of Teachers.
According to the Act LII of 2023 on the New Career Path of Teachers, the termination of a director position occur through either a voluntary resignation, expiration of the appointment (except if the director gets appointed again), expiration of the teacher position or an involuntary discharge.
2.3. Leadership preparation and training
Pre-service training
To apply for the post of school director, he/she must have completed a postgraduate specialist training course in public education leadership. The training is not exclusively for (future) school leaders; the target group is even broader. There is no training specifically and exclusively for directors.
The postgraduate specialist training course in public education leadership is equivalent to a teacher's professional examination, and its content is therefore, partly defined by law. The course is two years long, and 120 credits are required, of which 55 credits are compulsory. The course may be established by a higher education institution and its content is decided by the Senate of the institution, taking into account the legislation in force, which then applies to the Education Office for an establishment and subsequently for a start-up licence. The Office registers the course in the framework of an official procedure and decides on its establishment or launch. Applicants must have a teaching qualification and at least three years' professional experience to enter the course.
In-service training of teachers is regulated by Government Decree 277/1997 (XII. 22.). It requires all teachers (including directors) to complete at least 120 hours of accredited in-service training every seven years. Completion of postgraduate specialist training courses and teacher's professional examinations must be included in the 120 hours of training to be completed every seven years.
Induction and in-service training
According to the 277/1997 (XII. 22.) Government Decree on Teacher Training, Teacher Qualification Examination and the Allowances and Benefits for In-Service Teachers, all teachers, including school heads, are required to participate in 120 hours of in-service training every seven years in order to upgrade their knowledge and skills. Teachers above the age of 55 and teachers with specialist examinations may be exempted from in-service training obligations. The decree also states that the head of a public education institution must undergo training that contributes to the acquisition of leadership knowledge and skills.
3. Teachers, parents and students
3.1. School management committees and boards
Organisations can be set up to support the work of the school and enable cooperation between the groups involved in its operation. None of these are compulsory. There are three types of school management committees: the school council (“nevelőtestület”), the school board (“iskolaszék”), and the institutional council (“intézményi tanács”). All groups may express an opinion on all issues related to the operation of the educational institution and use the school premises and equipment to conduct their duties. Their establishment and operation are partly regulated by the 2011 Public Education Act (see, e.g. § 73) and by EMMI Decree 20/2012 (VIII.31). The school council and the institutional council may be set up only if at least two representatives of the parties concerned take the initiative to set them up.
According to Section 73 of the 2011 Public Education Act, a school board (iskolaszék) may be established to facilitate the educational and teaching work of the school and to promote cooperation between the teaching staff, parents and students, the institution's maintenance bodies and other institutions involved in the operation of the institution. It shall be composed of an equal number of representatives, including parents, the teaching staff, and the student council. Institutional boards (intézményi tanács), on the other hand, represent the local communities in the school. The institutional council may be made up of parents, students, the teaching staff, representatives of the municipality where the institution is located, the historical churches and the local chambers of commerce. There must be an equal number of representatives and delegates from government offices. The school and institutional boards have different decision-making powers, which the organisations determine. For further details, see Decree 20/2012 on the functioning of educational institutions. The institutional council is a legal entity.
3.2. Middle leaders
The middle management level traditionally refers to the working group leaders in Hungarian schools. These are mainly the heads of subject working groups (“munkaközösség”), who direct the work of teachers teaching the same subject (e.g. mathematics, Hungarian) or a group of subjects (science). He/she proposes the allocation of subjects to the teachers in his/her group, discusses methods and tools for assessment within subjects, etc. He/she may give an opinion on the teacher's qualifications. A minimum of five teachers is required to form a working group. The director appoints its leader for five years after consulting the members. A maximum of 10 working groups may be set up in a school. The part of the time spent on the work of a work group which exceeds two hours per week shall be counted as part of the compulsory time not devoted to teaching. (regulated by the 2011 Public Education Act, Decree 20/2012 and Decree 401/2023.)
A school may also set up a non-subject-specific working group, such as the class teacher working group, or other groups with a permanent or ad hoc task (e.g., institutional self-assessment). The law also defines several other leadership roles. For example, a senior teacher (or senior master teacher) in a (also) teacher-training university training school who helps prepare future teachers and receives a reduction in the number of hours. A mentor appointed by the director supports the career development of graduates. Some additional tasks that middle leaders perform include: carrying out developmental support activities, such as mentoring and assisting other teachers; participating in professional and methodological developments, research, and analysis in the education field; and institution management and development.
Act LII of 2023 on the new career of teachers provides for the career of teachers and the conditions for this. In the five-grade system (trainee, teacher I, teacher II, master teacher, researcher teacher), the last two grades are worth highlighting because they are subject to a competitive application procedure, are valid for five years if the application is successful, and are renewable. The teacher (master, researcher) awarded the grade can perform specific developmental tasks. The grade carries a higher salary and a working time bonus. Government Decree 401/2023 (VIII.30.) mandates that a teacher must have passed the teacher professional examination and have at least five years of experience as a level II teacher (total of 14 years) prior to starting the certification process for receiving the Master Teacher Decree. To become a Research Teacher, one must already be qualified as either Teacher II or Master Teacher and have a scientific doctoral degree in a related field and fourteen years of experience. Master Teachers and Research Teachers must renew their certifications every five years. Teachers who have higher qualifications obtain the salary which applies to that position. Teachers who hold middle leader positions, such as the heads of subjects are also entitled to an additional salary bonus.
3.3. Parents
Parents have the right to establish a parent association (szülői szervezet) to exercise their rights and fulfil their obligations at pre-university education institutions, with the right to express opinions and submitting proposals on issues concerning the operation and the work of the institution. According to Decree 20/2012 on the Operation of Educational Institutions, the parent association determines its own operating procedure, election procedure, and work plan. The parent organization and community are responsible for monitoring the enforcement of children's and student's rights as well as the effectiveness of pedagogical work at the educational institution. They have the right to request information from the head of the educational institution on any issue affecting the group of children and students. Likewise, when discussing matters within this scope, its representative may participate in the meetings of the board of education as a consultant. This representative is elected by the rest of the association members.
3.4. Students
The legal regulation on student self-government is laid down in the 2011 Public Education Act and detailed in EMMI Decree 20/2012 on the operation of public education institutions. Student self-governments exercise decision-making powers in the planning and organisation of their own community life and the election of their officers after hearing the opinion of the teaching staff. Pupils' rights are defined in the 2011 Public Education Act and include the right to participate in the work of student councils and to initiate the creation of student unions to organise their collective activities concerning education and promote democracy and public responsibility. Student councils are governed by school regulations and supported by the school staff. The director of the institution appoints a teacher with a higher education teaching qualification for a period of five years to support the work of the student council. Pupils have the right to be informed about matters concerning themselves and their studies; they can make suggestions; they can ask questions of the school leaders and teachers, the school board, the college board and the student council. They are free to express their views on all issues, such as the work of the teachers who educate and teach them and the running of the school or the college. The opinion of the student council must be sought a) before the adoption of the school's Organisational and Operational Rules (SZMSZ), b) before the definition of the principles for the provision of social benefits to pupils, c) before the use of youth policy funds, d) before the approval of the school's rules of procedure. In cases in which the opinion of the student council is mandatory, the representative of the student council shall be invited to the hearing or meeting and shall be provided with the presentation and the invitation.
It is essential to mention the Office of the Commissioner for Education Rights, which supports people involved in education (pupils, parents, teachers, trainers and students) and their communities in asserting their civil rights. The Commissioner for Education Rights is answerable only to the minister responsible for education. Any of the actors concerned can contact the Commissioner (in writing) if they feel that their rights have been violated or are at risk of being violated. The Commissioner for Education Rights can also investigate his or her own motion if he or she detects a severe violation of rights or a violation of rights affecting a large group of citizens. The activities of the Office are regulated by OM Decree 40/1999 (8.X.).
4. Governance
4.1. Autonomy of school leaders
Article 69 of the Public Education Act of 2011 defines the duties and responsibilities of the director, thus defining the extent and limits of his/her autonomy. According to the Act, the head of a public education institution is responsible for the professional and lawful operation of the institution and the careful management of the resources at its disposal. (Public institutions are not autonomous entities in finance, so the director has limited powers in this area.) He exercises the powers of an employer, except for hiring, terminating employment, determining salary and other benefits. He has the right to make proposals regarding creating or terminating employment. The school's maintainer takes the final decision.
The director is responsible for the preparation of the documents and regulations governing the operation of the school, for representing the institution, for the pedagogical work, for leading and managing of the teaching staff, for representing the school, for the preparation of decisions of the teaching staff and their professional implementation, for cooperation with other organisations (school council, trade union, student council, etc.), for operating in accordance with the Code of Ethics, for organising the performance of child and youth protection tasks, for a healthy and accident-free working environment.
4.2. Assessment and accountability of school leaders
According to the law defining the new career model for teachers (Act LII of 2023) and the related decree (BM Decree 18/2024 (IV.4.)), the evaluation of the work of the principal is carried out by the designated representative of the maintaining authority. The evaluation is carried out annually. The criteria include the effectiveness of the institution's work, the director's strategic approach, the specific aspect defined by the maintainer, the communication, commitment, motivation, ethical behaviour, management of external relations, and the characteristics of resource management. In the assessment, the leader can score up to 100 points. The work is rated on the basis of the score (outstanding: 80%-100%, average: 50%-79%, needs improvement: below 50%).
The Public Education Act of 2011 and Decree 20/2012 provide for and regulate the uniform, nationwide pedagogical-professional inspection of public education institutions (in short: educational inspectorate). The decree distinguishes between two forms of inspection: institutional inspection and complex inspection. The first examines compliance with the educational programme and its objectives. The latter covers monitoring the institution, the director and the teachers. The Education Office manages the inspection system. The system is standardised, and its tools and procedures are public and maintained by the Office. The aims, methods and tools of the inspection are described in the National Pedagogical and Professional Inspection Manual, available on the Office's website.
The leadership evaluation covers five areas: strategic leadership and operational management of: a) the institution's pedagogical processes, b) organisation and operations, c) change, d) staff, and e) the development of leadership competencies.
According to the Public Education Act of 2011, the work of the director of an educational institution is evaluated by the teaching staff and the parents' community in the second and fourth year of his/her mandate by means of an anonymous questionnaire survey. The results of the questionnaire survey are considered by the inspectorate when monitoring and evaluating the work of the director of the institution. Decree No 20/2012 on the functioning of educational institutions makes it clear that the director of the institution may be inspected by an expert (educational inspector) who is legally qualified and registered in the specific field. During the inspection, the inspector visits the director’s classes, observes his/her teaching, interviews the director about the implementation of his/her leadership programme and analyses the results of the questionnaire survey of the school community. During this time, school leaders also carry out a self-evaluation. After the visit, the inspector prepares an evaluation sheet, the contents of which are discussed and signed by the visiting experts.
The inspections are carried out by trained experts (inspectors) appointed and supervised by the Education Office. The inspection aims to provide support and help development and carries out monitoring and assessment.
4.3. Teacher assessment by school leaders
According to the law defining the new career model for teachers (Act LII of 2023) and the related decree (BM Decree 18/2024 (IV.4.) of 4 April 2023), the principal as an evaluating leader - under the conditions defined by law, with the involvement of other members of the school leadership - annually evaluates the work of teachers and teaching assistants. During the evaluation, the director or another expert, is expected to observe the sessions and lessons according to uniform criteria, examine the pedagogical planning documents that underpin the teacher's daily work as an educator, and record an interview. Teachers also go through a self-evaluation process during which input from parents and students in secondary institutions is solicited through interviews and questionnaire surveys to assess their performance.
The criteria for evaluation defined in the decree include personal objectives, the effectiveness and quantity of work, the specific institutional aspect, the quality of communication and cooperation, and the attitude to work. The eight criteria can be assessed to reach 100 points. The process includes a joint discussion with the teacher being assessed. The work is graded based on the score, with the same banding used in the director’s assessment.
According to the Government Decree 401/2023 on the implementation of the Act LII of 2023 on Teachers’ New Career Paths, teachers' appraisal evaluations are conducted by an Appraisal Committee, which comprises the following members: public education experts listed in the National Register of Experts, and either the head of the public education institution employing the teacher or a senior teacher designated by the head.
This profile was reviewed by Dr. Tibor Baráth, Former Director, Hungarian-Netherlands School of Educational Management, and Dr. Horváth László, Assistant professor, Faculty of Education and Psychology, Institute of Education, Eötvös Loránd University.
