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
The 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education (last amended in 2024) mentions the terms “director of school and school facilities (Ředitel školy a školského zařízení)”, “founder of the school legal entity”, “director of the school legal entity”. According to the Act, the director of the school legal entity is the statutory body of the school legal entity.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
There is no separate document or standardized framework for leadership competencies and defined roles for school principals. The 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education outlines specific roles and responsibilities for directors.
Roles
Setting expectations/objectives: According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is responsible for the overall organization of the school, as well as determining and setting conditions on the school’s operation and facilities.
Developing teaching and learning: The 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education identifies several key practices for school directors related to developing teaching and learning. The director is responsible for ensuring that the school and its facilities provide education and services aligned with the corresponding educational programs, overseeing and maintaining professional and pedagogical standards to meet established benchmarks, and supervising children and minors within the premises to guarantee their safety and well-being. Additionally, the director must keep parents or legal guardians promptly informed about the educational progress and outcomes of their child, ensuring transparency and collaboration in the educational process.
Promoting collaboration: According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is responsible for fostering collaboration in executing educational outcome assessment programs as mandated by the Ministry of Education, Youth and Sports.
Supporting staff development: According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is responsible for facilitating the necessary conditions for ongoing professional development among teaching staff and supporting the school board's effective functioning. The professional development of teaching staff is organised by the school head in accordance with a plan of in-service training, which is developed following negotiations with the relevant trade union. In the development of the plan, the school head must take into account the study teachers’ interests, school needs, and budget.
Acting in accordance with the ethical principles of the profession: According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is responsible for respecting the rights of the teaching staff, students and the legal representatives of students.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, only a professional soldier can be the director of a secondary school, a higher vocational school and an educational facility established by the Ministry of Defense and Armed Forces.
According to the 2004 Act on Pedagogical Workers, a prospective director must demonstrate proficiency in various domains, including direct teaching, management, and research and development. The duration of requisite experience varies across different educational levels, reflecting the increasing complexity and scope of responsibilities associated with each tier.
For kindergarten directors, a minimum of three years of experience is mandated, underscoring the importance of foundational pedagogical understanding and managerial skills tailored to early childhood education settings.
The director of elementary, art, and specific educational facilities requires a four-year tenure, acknowledging the expanded administrative duties and educational initiatives inherent to these settings. Directors at this level are tasked with overseeing academic programs, fostering a conducive learning atmosphere, and liaising with various stakeholders to ensure the effective functioning of the educational institution.
Directors of secondary schools, language schools, conservatories, higher vocational schools, and directors of school facilities offering protective education and educational care must possess at least five years of relevant experience.
Moreover, directors appointed by educational authorities such as the Ministry of Education, Youth and Sports, regional bodies, municipalities, or voluntary associations must supplement their experiential qualifications with specialized education management training.
According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, at the ISCED 02 (pre-primary) level, the minimum qualifications to become a school head are a certificate on completing upper secondary education with a Maturita examination (school leaving examination) in a field aimed at pre-primary schoolteacher training, three years of professional experience, and specific training for school heads. At other levels (primary = ISCED 01, lower-secondary = ISCED 24, upper secondary = ISCED 34), the qualifications are a master’s degree, 4 years of professional experience, and specific training for school heads.
Appointment decision
According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of an educational legal entity established by a ministry, region, municipality or association of municipalities is appointed through a competitive recruitment procedure. Furthermore, the founder retains the authority to appoint the director of the school and school facilities to a senior position temporarily.
Through the 2005 Decree on the Requirements of Bankruptcy Proceedings and Bankruptcy Commissions, the Ministry of Education, Youth and Sports outlines the protocols for initiating selection processes, designing selection committee compositions, and establishing guidelines for committee functioning, operations, and decision-making. The school’s organizing body may announce the recruitment procedure for the appointment of school heads every 6 years. If, before termination of the period, the organizing body does not announce another competitive recruitment procedure for the school heads’ position, the current head's employment relationship is extended by another 6 years.
Employment equity measures
The 2016 Action Plan for the Equal Representation of Women and Men in Decision-making Positions has a section on ‘measures for the balanced representation of women and men in decision-making positions in science, research and education’. It proposes the creation of a university assessment system which will take into account the issue of balanced representation of women and men in decision-making positions and ensure a 40% level of representation of the less represented gender in the managerial positions of public administration bodies responsible for research (RDIC, CSF and TACR). However, there is no specific measure for the equal representation of women in school principal positions.
The 2021-30 Gender Equality Strategy includes a chapter on decision-making, acknowledging the under-representation of women in management positions within the education workforce as a whole. The strategy aims to take steps to actively promote the balanced representation of women, although there is no explicit measure to increase the representation of female school principals.
Furthermore, the 2022 UN Document relating to the Implementation of the General Assembly Resolution also emphasizes providing adequate resources to ensure the full and equal participation of women in all levels of decision-making.
Working conditions
According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads (based on the 2017 Government Regulation on Pay Terms of Employees in Public Services and Administration), the average annual gross statutory salary in public schools varies across different ISCED levels. The salary of school heads, at ISCED 01 and ISCED 24 levels, is EUR 34,103 (CZK 8,74,400). The average annual gross salary for the ISCED 34 level is EUR 36,478 (CZK 9,35,300). At the ISCED 02 level, the salary is EUR 25,238 (CZK 6,47,100). Furthermore, school heads can be assigned to 5 pay grade categories (9th-11th for pre-primary, 12th-13th for primary and secondary) and 7 pay grades according to the length of their professional experience (0-2 years, 2-6 years, 6-12 years, 12-19 years, 19-27 years, 27-32 years, 32+ years).
The remuneration framework for directors within educational institutions generally adheres to the same principles governing the salaries of teachers and other staff. While teachers are entitled to remuneration or time off for overtime work, school directors and statutory bodies of the school have their overtime work factored into their salary calculations as per the 2006 Labour Code. Nonetheless, they may receive additional pay for direct teaching activities beyond their designated responsibilities. Furthermore, they are also eligible for the individual allowance for supporting teachers and mentoring new teachers.
All school heads receive an additional allowance for managing the school; however, it is not possible to include this extra allowance in the annual statutory salaries. According to the 2006 Labour Code, the range of allowances for school leadership roles is based on the hierarchical level within the school's organizational structure. This allowance typically ranges from 15% to 60% of the highest step within the salary category applicable to the school head. For instance, in a primary school where the director is solely responsible for managing classes encompassing multiple grade levels, the allowance range is between 15% and 40%. Conversely, in primary schools divided into distinct educational stages, each with their respective deputy directors, the allowance range expands from 20% to 50% to account for the additional administrative responsibilities distributed among the management team.
The employment terms of the director of school and school facility, previously set at a fixed six-year period under the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education Act No. 561/2004, are now changed to an indefinite duration, according to the 2015 Amended Act No. 82.
2.3. Leadership preparation and training
Pre-service training
National laws, policies and plans do not explicitly govern the initial training of the director of schools and school facilities.
Induction and in-service training
According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, in-service management training is a legal requirement for the director of school and school facilities.
According to the 2004 Act on Pedagogical Workers, completing a course for school directors within the framework of ongoing teacher professional development is mandated within three years of assuming the role. This requirement ensures that directors possess contemporary insights into educational leadership, organizational dynamics, and policy implementation, enhancing their effectiveness in steering educational institutions towards excellence. However, exemptions from this training obligation are granted to individuals with equivalent education management expertise through accredited university programs focusing on education organization and management.
According to the Eurydice Profile on Czech Republic, courses for school heads and their deputies include 350 lessons in lifelong learning courses at a higher education institution (vysoká škola), ending by a defence of a thesis and a final examination in front of a commission, the leaver gets a certificate.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the governance structure of primary, secondary, and higher vocational schools hinges on the school council, a fundamental entity facilitating stakeholder involvement in school administration. The council comprises individuals appointed by the founder, elected legal representatives/guardians of minor and adult students, students, and teaching staff. Meanwhile, the school council's composition and responsibilities are determined by the founder, who appoints members and sets election regulations. Notably, the school director is ineligible for membership, except for schools not established by governmental or municipal bodies, where the director assumes the founder's responsibilities. To prevent conflicts of interest, individuals cannot hold multiple roles simultaneously. The director oversees council elections and may appoint members if necessary. Council members serve three-year terms, convening regularly under the leadership of an elected chairperson. Early or by-elections may occur, and a member's term may end due to various factors, including resignation or changes in employment status.
The school board plays a pivotal role in shaping the educational landscape by engaging in various decision-making processes and initiatives. Among its key responsibilities, the board offers insights on proposals for educational programs and oversees their implementation. It also evaluates and approves the annual report on the school's activities, ensuring transparency and accountability. Additionally, the board establishes and amends school rules and scholarship regulations, aiming to foster a conducive learning environment. It participates in formulating strategic development plans for the school and provides input on budgetary matters, proposing measures to enhance management efficiency. Moreover, the board reviews inspection reports from the Czech School Inspectorate and collaborates with various stakeholders by submitting initiatives and notifications to relevant authorities. Furthermore, it holds the authority to propose the announcement of a competition for the school director, contributing to the school's leadership succession planning and continuity.
The pedagogical council (pedagogická rada), which includes all members of the teaching staff, is established by the school head as their advisory body, with no decision-making power.
3.2. Middle leaders
As mentioned in Subsection 3.1, teachers are members of the school council. Furthermore, teachers are also members of the pedagogical council, established by the director, as mentioned in Subsection 4.1.
3.3. Parents
While legislative and policy frameworks do not provide specific guidelines for the composition of parent-teacher associations, legal representatives of minor and adult students are members of the school council, as mentioned in Subsection 3.1.
Furthermore, according to the Eurydice profile, parents often form independent parent associations, typically organized under the 2012 Civil Code. These associations play a crucial role in supporting and funding various school events. Additionally, they serve as a communication bridge between the school administration and parents.
3.4. Students
As mentioned in Subsection 3.1, students are members of the school council. Furthermore, according to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, students possess the right to form self-governing bodies within the school, where they can exercise their democratic rights to vote, stand for election, and actively participate. These bodies serve as communication channels between the student body and the school's administration, enabling them to voice concerns, provide feedback, and propose initiatives. They do not have decision-making powers.
4. Governance
4.1. Autonomy of school leaders
The 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education grants comprehensive authority and autonomy to school directors over various aspects of state administration within the educational domain. The director is responsible for educational planning and appointments, which includes decisions regarding the authorization of school education programs and individual education plans for students with special education needs. With the consent of the founder, the director can introduce bilingual education elements within the curriculum, establishing subjects or sections taught in both the Czech language and the language of the national minority. Additionally, the director appoints a pedagogical council composed of all teaching staff to discuss key pedagogical documents and initiatives related to the school's educational endeavors.
For secondary schools, the director establishes a fund for textbooks and teaching materials, benefiting at least 10% of students. These resources are provided free to students in institutional and protective education, asylum seekers, individuals under supplementary protection, and participants in international protection proceedings, as well as students facing material deprivation. The director also appoints the liquidator of the school's legal entity.
In terms of admissions, attendance, and assessments, the director adjudicates requests for the postponement of compulsory school attendance and oversees admissions to kindergartens, secondary schools, higher vocational schools, and conservatories. The director is also responsible for the enrollment of children into preschool education and deciding on the assessment methods of students' performance.
Regarding progression and transfers, the director makes decisions on the transfer of students between academic years within primary schools and admissions to various educational programs, overseeing transfers between programs and determining eligibility for continuing basic education.
The director is also tasked with establishing school rules and internal regulations, which cover rights, obligations, safety, property handling, protocols for evaluating educational outcomes, and may include restrictions on mobile device use. These regulations are publicly posted and communicated to stakeholders. Additionally, secondary or higher vocational schools may provide scholarships based on merit, subject to the director's issuance with the founder's consent. The director reviews and potentially refuses applications for transfers, recognition, changes in educational focus, interruptions of education, and repetitions of academic years. Decisions regarding the continuation of basic education, conditional expulsion, and expulsion of students also fall within the director's authority.
If a student engages in verbal or intentional physical aggression towards school staff or peers, the director must promptly report the incident to child protection services if the offender is a minor and to the public prosecutor's office by the next working day. Furthermore, the director of basic schools, upper secondary schools, conservatoires, and tertiary professional schools is obligated to prepare the annual report according to the 2005 Decree on the Requirements of Long-term Plans and Annual Reports and submit it to the school council.
Furthermore, the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education also grants authority to the founder of the school legal entity. The founder of the school's legal entity issues the certificate of incorporation, makes decisions on charter amendments, and oversees mergers or cancellations. They also have the authority to appoint and remove the school director and, if relevant, a third of the school board. Additionally, if the founder is a governmental body or association, they approve budgets, financial enhancements, and the management of additional funds. Other founders appoint and dismiss school board members or specify alternative procedures in the charter.
According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is responsible for maintaining and using state budget funds. Furthermore, in the case of higher vocational education, the director is responsible for interrupting a student's education due to pregnancy or maternity, mainly if the curriculum involves practical training in workplaces unsuitable for pregnant women or mothers up to nine months after childbirth. This interruption is also mandated if medical advice indicates that continuing education poses a risk to the student's pregnancy. In schools that are not established by the state, region, municipality, or union of municipalities, the tasks of the founder are performed by the person who appointed the school director.
The director of the school and school facilities assumes key responsibilities in the school inspection process carried out by the Czech School Inspectorate according to the 2023-24 Plan of Main Objectives of the Czech School Inspectorate. There are three main phases of the inspection: the preparatory phase, involving initial inspection groundwork; direct on-site inspection activities within schools; and finally, the reporting phase, which involves documenting findings and outcomes. During the preparatory phase, the director is responsible for providing the Czech School Inspectorate with necessary school documentation. Subsequently, in the direct on-site inspection activities, the director actively participates in classroom inspections alongside the inspectors. Finally, in the reporting phase, the director provides their comments on the inspection report.
According to the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is responsible for maintaining and using state budget funds. Furthermore, in the case of higher vocational education, the director is responsible for interrupting a student's education due to pregnancy or maternity, mainly if the curriculum involves practical training in workplaces unsuitable for pregnant women or mothers up to nine months after childbirth. This interruption is also mandated if medical advice indicates that continuing education poses a risk to the student's pregnancy. In schools that are not established by the state, region, municipality, or union of municipalities, the tasks of the founder are performed by the person who appointed the school director.
The director of the school and school facilities assumes key responsibilities in the school inspection process carried out by the Czech School Inspectorate according to the 2023-24 Plan of Main Objectives of the Czech School Inspectorate. There are three main phases of the inspection: the preparatory phase, involving initial inspection groundwork; direct on-site inspection activities within schools; and finally, the reporting phase, which involves documenting findings and outcomes. During the preparatory phase, the director is responsible for providing the Czech School Inspectorate with necessary school documentation. Subsequently, in the direct on-site inspection activities, the director actively participates in classroom inspections alongside the inspectors. Finally, in the reporting phase, the director provides their comments on the inspection report.
According to the 2004 Act on Pedagogical Workers, the director, appointed by educational authorities such as ministries or municipalities, establishes the weekly hours for direct pedagogical activities. If agreed upon, these hours can be reduced accordingly. Additionally, the director has the authority to request pedagogical staff to conduct extra direct pedagogical activities, up to a maximum of 4 hours per week, with the possibility of negotiating alternative arrangements.
4.2. Assessment and accountability of school leaders
The 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education provides criteria for the dismissal of the director of school and school facilities by the organizing body within public or state schools. These criteria are categorized into two main groups: obligatory reasons, where the organizing body is compelled to dismiss the director, and discretionary reasons, where the decision to dismiss lies within the purview of the organizing body.
Obligatory reasons necessitating dismissal include instances where the director has compromised essential qualities necessary for their role, such as integrity, or has not completed the requisite educational program. Additionally, organizational changes leading to job termination, such as school closure or merger with another institution, mandate dismissal. On the other hand, the organizing body retains the authority to dismiss the director for discretionary reasons. These include serious breaches or failures to uphold legal obligations inherent in their duties and responsibilities. Moreover, dismissal may occur following a recommendation by the Czech School Inspectorate while conducting systematic evaluations of schools and their facilities listed in the Register of School and School Facilities. The Czech School Inspectorate presents a recommendation for the dismissal of the director, and the court's decision is the final ruling in a dispute related to employment termination or the dismissal of a former director.
4.3. Teacher assessment by school leaders
As per the 2004 Act on Pre-primary, Basic, Secondary, Tertiary Professional and Other Education, the director of school and school facilities is mandated to facilitate the teaching inspection activities conducted by the Czech School Inspectorate and implement any necessary follow-up measures. More precisely, the director participates in the structured interviews conducted by school inspectors with the teaching staff, constituting a crucial component of the second phase of the school inspection process, as mentioned in Subsection 2.1.
According to the 2004 Act on Pedagogical Workers, the director of school and school facilities assesses the qualifications of the teaching staff for professional recognition within the institution. Individuals with at least secondary education, a relevant matriculation exam, and a minimum of five years of practical experience in their field may receive written recognition from the director, validating their teaching credentials for up to three years. Similarly, those meeting the criteria of secondary education, a corresponding matriculation exam, and continuous five-year practical experience qualify for written acknowledgement from the director, accrediting them as proficient instructors for practical or vocational training, also valid for up to three years.
The 2006 Labour Code also governs the evaluation of the teaching staff. According to the 2006 Labour Code, pedagogical employees receive a bonus from the director of school and school facilities. This bonus is equivalent to double the hourly average earnings and is granted for each additional hour they dedicate to direct teaching, pedagogical activities, or special pedagogical tasks that directly contribute to students' education.
According to the 2006 Decree on Mental Fitness of Pedagogical Staff, the accredited individuals authorized by the Ministry of Education, Youth and Sports conduct psychological examinations of the teaching staff. However, the Decree does not specify the qualifications of the accredited individuals.
The guidelines for evaluating teachers are also set in the 2023-24 Criteria for Evaluation of the Conditions, Course, and Results of Education and School Services of the Czech School Inspectorate. According to these criteria, the director of school and school facilities and other members of school management are tasked with systematically evaluating teachers' performance and consistently providing them with constructive feedback. These evaluations and collaboration with the teachers are the basis of plans for their ongoing professional development. Notably, while laws provide a framework for teacher evaluation, the precise methods by which the director or other governing body conducts these evaluations are not explicitly dictated by legislation. Instead, the prevailing practices are often informed by inspection activities and are elucidated based on insights obtained from the assessments conducted by inspectors from the Czech School Inspectorate.
