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 school leader in Liechtenstein is referred to in the 1972 School Act as the Schulleiter, which may be translated as Headmaster or Principal. According to the Act, the headmaster, in cooperation with the competent authorities, is responsible for the administrative, personnel, financial and pedagogical management and development of the school.
The 2009 Ordinance on Early Childhood Care and Education, the 1976 Ordinance on the Organisation of Public Schools, and the Education Strategy 2025 all use the term Schulleiter but do not define it.
For this profile, both "headmaster” or “principal” may be used.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Article 91 of the 1972 School Act details the specific duties of principals. The tasks of the school management are further described in the following regulations:
- Ordinance on the management and organization of kindergartens, LGBl. 1977 No. 58, Art. 2
- Ordinance on the structure and organization of primary schools, LGBl. 1976 No. 36, Art. 5
- Ordinance on the structure and organization of secondary schools, LGBl. 1976 No. 39, Art. 6
- Ordinance on the structure and organization of secondary schools, LGBl. 1976 No. 38, Art. 11
- Ordinance on the organisation of public schools (School Organisation Ordinance, SchulOV) 06/7/2004, LGBl: 2004.154.
- Ordinance on out-of-home care and nursing of children and young people (Child Care Ordinance; KBV)
For school principals, the 1999 Curriculum for the Principality of Liechtenstein also covers management responsibilities.
Roles
Setting expectations/objectives: Article 29 of the 2004 Ordinance on the organisation of public schools states that principals must have the ability to lead school development processes. Furthermore, the Liechtenstein State Administration’s 2012 job advertisement for headmaster positions states that position holders must have a goal-oriented leadership style as well as assertiveness and organizational skills. According to the Guide for Quality Assurance and Development in the Liechtenstein School System, all schools are obligated to prepare an annual plan at the beginning of the school year. The plan consists of objectives in the development of pedagogy, development of the organization, continuing education, evaluation, parent/public relations work, and long-term goals. The planning is done with the participation of everyone involved. The principal also develops, together with their team, a mission statement and rules of procedure.
Developing teaching and learning: The headmaster leads the school development processes and the organisation of the operation of the school. They should have an interest in pedagogical developments and be open to innovation. The headmaster is responsible for the continuous development of the school and the guarantee of school quality. They also lead team meetings. According to the 2004 Ordinance on the organization of public schools, the school management is responsible for the management of teaching staff with regard to student advice and cooperation with parents; cooperation with other teachers and participation in joint tasks in the school; supervision of students; compliance with teaching times; and the management of other staff.
Promoting collaboration: Duties of the principal in the 1972 School Act include working with parents and public relations. Principals are cooperative and must also have high social skills and communication skills. Principals should promote a good social climate and ensure open communication and transparency. They are responsible for moderating conflicts and maintaining close cooperation with inspectors and parents. The 2004 Ordinance on the organization of public schools emphasizes the role of the principal in promoting collaboration, tasking the principal with “cooperation with parents”; “cooperation with other teachers and participation in joint tasks in the school”; and “cooperation with the school authority”. The ordinance also asks school principals to carry out work with pupils and parents and implement public relations work.
Supporting staff development: School principals are responsible for the management of teaching staff and other staff. Principals support teachers in their right and obligation to continue training. However, the approval of applications for the professional development of teachers and their supervision is conducted by the school inspectors.
Acting in accordance with the ethical principles of the profession: In the Guide for Quality Assurance and Development in the Liechtenstein School System, teachers are asked to reflect on their standards and values and uphold ethical and moral principles.
Others: According to the 2012 job advertisement, headmaster positions are posted with a certain percentage of management workload in combination with a teaching workload. The majority of the positions require teaching.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to a 2012 job advertisement posted by the Liechtenstein State Administration, principals must have leadership experience as well as completed school management training or be willing to complete it. In the case of municipal schools, applicants must have teaching qualifications for the level they are applying for (kindergarten, primary, secondary, etc.) as well as three years of teaching experience. Prior to appointment, applicant judicial record and health certificate are examined by the internal supervisory body. To become a teacher at the primary level, it is required to complete a three-year full–time programme at a Swiss or Austrian university of teacher education. For the secondary level, one must complete a master’s degree from a university of teacher education.
The 2004 Ordinance on the organisation of public schools states that teachers should be appointed as school principals if they have the ability to lead a team of teachers, manage conflicts, lead school development processes, and manage the school organization and administration. Teachers must be willing to undertake appropriate training and receive further education.
According to the OECD-Eurydice Data, the minimum qualifications to become a school head are as follows:
- 1) ISCED 01 level: Bachelor's degree (ISCED 6) + CPD for school management + 3 years teaching service;
- 2) ISCED 24 level: Master's degree (ISCED 7) + CPD for school management + 3 years teaching service; or
- 3) ISCED 34 level: Master's degree (ISCED 7) + 60 ECTS (higher teaching qualification) + CPD for school management + 3 years teaching service.
Qualifications to become a teacher are managed in accordance with the Ordinance on Teacher Service Conditions of 6/4/2004, LGBl-Nr: 2004.029 and the 2003 Teachers' Service Act.
Appointment decision
According to the 1972 School Act, the government appoints the head of each secondary school. School heads for primary schools are appointed by the government in cooperation with the municipal school council.
Employment equity measures
No information was found.
Working conditions
Headmasters are employed on a contract of employment, in line with Article 92 of the 1972 School Act. Conditions of service start at the moment of entering service until retirement under the 2008 Service Conditions of Civil Servants. The salary of school management is based on the 1990 Law and the 2004 Ordinance on the Salaries of Civil Servants. The degree of employment in school management depends on the school's size and levels. Headmasters receive 133.5% of the basic salary. According to the OECD-Eurydice Data, given that many school head positions are not full-time roles, school heads often hold additional teaching contracts. Notably, compensation from these teaching contracts is excluded from the reported salary figures. The maximum reported salary represents a theoretical value, while average wages tend to fall within the lower half of the specified salary range.
2.3. Leadership preparation and training
Pre-service training
Prior to appointment, principals must have management training or be willing to complete it.
Induction and in-service training
Article 30 of the 2004 Ordinance on the organization of public schools states that principals must participate in headmasters’ conferences convened by the school authority. The Guide for Quality Assurance and Development in the Liechtenstein School System states that “school management must be further trained to carry out their responsible work.” Six to eight times a year, a headmaster conference is hosted under the direction of the school authority. The conferences endeavor to ensure sharing of information and an exchange of opinions among the school management as well as between the school management and the school authority. The meetings aim to link information between the school authority and schools; guarantee a uniform handling of guidelines instructions and regulations; coordination between schools for appointments, plans, and projects; improve evaluation instruments; and exchange information and experiences to compare opinions and attitudes. The headmaster's conference also allows school leaders to express their opinions or concerns to the school authority.
The Education Strategy 2025plus aims to promote targeted training for educational staff, also through international networking and strengthen the leadership skills of school principals
3. Teachers, parents and students
3.1. School management committees and boards
The 1972 School Act calls for the creation of school boards. Primary schools and kindergartens have a joint school management board. According to Article 107, the school board is composed of the chairman and four other members. They are elected for a term of four years. The school board is authorized to make decisions regarding pupils' placement, enrolment, disciplining, and so forth. School boards are expected to contribute to the maintenance of the school. This includes (a) the provision and maintenance of school buildings and facilities; (b) lighting, heating and cleaning; (c) the acquisition and maintenance of school facilities; (d) the purchase and maintenance of teaching materials and illustrative materials; (e) covering other school expenses; (f) and the provision of any personnel necessary for the maintenance of school buildings and facilities.
3.2. Middle leaders
Schools are organized with the principal at the top with a steering group in the middle. The steering group represents school management staff who may take on a variety of tasks such as preparing, moderating, and following up on discussions; planning educational topics for team meetings; carrying out public relations work; taking on tasks within quality management; and leading working groups.
3.3. Parents
The School Authority is in contact with all parent organizations including the national parents’ association, “Parents and School” which represents thirteen parent organisations. According to Parents and School, parents’ councils are democratically elected to represent the interests of the entire parent community. They represent the link between school and home. Responsibilities include ensuring communication with school parents, working for the benefit of children and the school, preparing annual plans in accordance with the school’s annual plans, advising the teachers, and striving to integrate the entire parent community into projects and delegate tasks to them.
In early childhood education and care, the Office of Social Services and the Parent-Child Forum, the central education and counselling centre for educational and family matters, have established a service agreement about childcare services. In 2022, this partnership formalized a service agreement addressing the provision of counselling and parental education services in early support and early assistance. Parents and early childhood education and care specialists are members of this forum. Furthermore, according to the Education Strategy 2025plus, parental involvement (parent council, parents' association) is already an enriching part of schools. However, the strategy does not explicitly mention the composition of parents' councils and associations.
3.4. Students
According to the 1972 School Act, "pupils are involved in decisions concerning them... the school regulations provide for a co-responsibility and participation of the pupils according to their age and level of development." The curriculum does mention a school parliament, though it seems that it is the responsibility of the school to establish one.
The 2004 Ordinance on the organization of public schools states that students are, according to their age and developmental state, granted shared responsibility and a say in class, self-assessment, in the planning and implementation of school events, and the design of the school.
4. Governance
4.1. Autonomy of school leaders
According to a 2012 job advertisement posted by the Liechtenstein State Administration, headmasters have operational management over the areas of pedagogy, personnel, organization, administration, and finances. Principals cooperate with the school authority in managing the employment, transfer, and dismissals of teaching staff. The Guide for Quality Assurance and Development in the Liechtenstein School System also emphasizes the need for teacher autonomy. One of the main principles is based on “freedom and responsibility.” Teaching teams should consist of well-training and appropriately paid professionals who can independently organize school life within the legal and financial framework. This obliges them to take responsibility for the school and to work together with one another.
In early childhood care and education, according to the 2009 Ordinance, the school principal is responsible for the selection of suitable staff. The 2004 Ordinance on the organization of public schools charges school management with the responsibility to participate in the appointment, assessment, transfer, and dismissal of teaching staff as well as in job planning.
4.2. Assessment and accountability of school leaders
Per the 1972 School Act, school principals are accountable to the school authorities, who are responsible for supervising, inspecting, and overseeing the work of educational institutions and their leadership. According to the Guide for Quality Assurance and Development in the Liechtenstein School System, teachers should periodically self-reflect on their own activities to identify their own strengths and weaknesses for further personal development. Principals are supervised by the school inspectorate.
4.3. Teacher assessment by school leaders
Article 30 of the 2004 Ordinance on the organization of public schools states that principals are responsible for participating in the supervision and assessment of teaching staff. The Guide for Quality Assurance and Development in the Liechtenstein School System also calls for classroom observations which are conducted by the school inspector. School management has supervision duties, such as checking teachers' attendance and teamwork. School principals are involved in the assessment of teachers' teaching practices. School principals receive an independent assessment showing where their classes and the school stand in the tested subjects and competency areas.
