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 2010 School Act incorporates the terms “the head of a school”, “principal”, and “rector”. The 2011 Ordinance on Professional Training and Continuing Education for Principals and Other Staff with Corresponding Management Functions in Schools, Preschools and After-School Centers uses the term “school principals”. The 2020 Ordinance on Education in the School Area and Other Educational Activities in the Event of the Spread of a Certain Infection also used the term “school principals”. However, these legislative documents notably lack explicit definitions for the terms.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
There is no separate document for standardized framework for leadership competencies and defined roles for school principals. The 2010 School Act emphasizes that establishing a comprehensive national professional program is imperative for principals, teachers, and preschool teachers. This program is designed to encompass two essential components: a structured framework for competence development and a formalized qualification system for accredited educators. The national qualification system is structured around distinct qualification levels, one of which mandates attaining a graduate degree. This system serves as a benchmark for assessing and certifying. The framework for competence development comprises two key elements:
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Competence development initiatives designed to serve as the foundation for achieving various qualification levels.
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Additional competence development opportunities tailored for educators and principals, addressing specific professional needs and advancements.
The national structure for skills development may extend its provisions to include training opportunities for deputy principals and staff members or external contractors entrusted with delegated managerial responsibilities.
Roles
Setting expectations/objectives: According to the 2010 School Act, the principal is responsible for determining and setting up the internal organizational structure.
Developing teaching and learning: According to the 2010 School Act, the direction and coordination of pedagogical activities within pre-schools or school units are entrusted to a principal's leadership. The principal must prioritize efforts toward enhancing and refining educational initiatives within the institution.
The principal is responsible for informing students who have completed a course in municipal adult education about their eligibility to receive a certificate as documentation of their knowledge, should they desire an alternative to traditional grading methods. The rector is responsible for issuing a certificate. Furthermore, the principal ensures that Swedish immigrants' education can be accommodated when students receive compensation under the social insurance code for reasons such as illness, injury, or parental leave.
Promoting collaboration: According to the 2010 Education Act, the rector is responsible for establishing consultation forums within every preschool and school unit. These forums serve as platforms for dialogue involving children, students, and guardians. Pertinent issues concerning the unit's functioning and matters significant to the well-being of the children, students, and guardians are addressed therein.
Furthermore, the principal is responsible for collaborating with the Employment Agency to facilitate avenues for students to apply and enhance their Swedish language skills within professional settings. This may involve integrating Swedish for immigrants' education with supplementary activities, including orientation to work life, validation processes, internship placements, or other educational pursuits.
Supporting staff development: According to the 2010 Education Act, the rector is responsible for ensuring teachers receive the support they need.
Acting in accordance with the ethical principles of the profession: According to the 2010 School Act, school heads and principals are required to deliver education that instils and reinforces respect for human rights and the core democratic principles upon which Swedish society is built.
Others: According to the 2010 School Act, principals bear the responsibility of resource allocation within school units, considering the varying conditions and needs of the children and students involved.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2010 Education Act, candidates for the position of principal must possess pedagogical insight acquired through both formal education and practical experience. Merely holding educational qualifications or having extensive experience in isolation does not suffice. Individuals seeking this role must meet both criteria. Failure to meet this requirement renders a candidate ineligible for employment as a principal.
According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, at all levels of education, school heads must complete the Swedish National School Leadership Training Programme (also known as the Rector’s training programme, as mentioned in Subsection 2.3). Assistant heads may follow the programme on a voluntary basis.
Appointment decision
According to the 2010 Education Act, school heads, along with preschool heads, are contracted as permanent employees by their respective institutions, which may be either municipalities or grant-aided independent schools.
Employment equity measures
Official documents do not explicitly include measures to address the under-representation of minority groups in school leadership positions.
Working conditions
According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, the average annual gross minimum and maximum salary of school heads in public schools varies across different educational levels. At ISCED 01 and ISCED 24 levels, the minimum salary is EUR 64,929. The average annual gross minimum salary for the ISCED 34 level is EUR 67,945. At ISCED 01 and ISCED 24 levels, the maximum salary is EUR 79,003. The average annual gross maximum salary for the ISCED 34 level is EUR 78,411.
According to Statistics Sweden, in 2023, the average monthly salary for school heads is SEK 55,300 (approximately 5,500 EUR). Furthermore, in 2023, women earned an average of SEK 55,100, whereas men earned an average of SEK 56,100 during the same period.
According to Statistics Sweden, in 2023, the average monthly salary for preschool heads is SEK 46,800 (approximately 5,500 EUR). Furthermore, in 2023, women earned an average of SEK 46,500, whereas men earned an average of SEK 52,500 during the same period.
In the case of school heads employed by municipalities, negotiations regarding salaries and overarching working conditions are conducted between the Swedish Association of Local Authorities and Regions (Sveriges kommuner och regioner) and the trade unions representing school heads. Conversely, salary determinations and working conditions are established through negotiations facilitated by the principal organizer and the relevant trade union for school heads employed by grant-aided independent schools. In certain instances, within independent schools, negotiations may involve the assistance of an employer organization alongside the school leaders' trade union.
School heads can join Sweden’s School Leaders (Sveriges Skolledare) union, a member of the Swedish Confederation of Professional Associations (Sveriges Akademikers Centralorganisation), although membership is not mandatory.
2.3. Leadership preparation and training
Pre-service training
National laws, policies and plans do not explicitly govern the initial training of school principals.
Induction and in-service training
According to the 2010 School Act and the 2011 Ordinance on Professional Training and Continuing Education for Principals and Other Staff with Corresponding Management Functions in Schools, Preschools and After-School Centers, it is mandated that headmasters or principals undergo specialized training (called the Rector's training programme) after assuming their professional roles. This training must be completed within four years from the date of their appointment. Notably, for headmasters of pre-school units, the stipulated timeframe for completing this training extends to five years from the appointment date. The mandated training does not extend to headmasters/principals who
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have already fulfilled the requirements of vocational training;
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have completed an earlier iteration of state rector's training;
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possess educational background or professional experience equivalent to the training provided by universities offering professional training for principals;
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were serving as school principals as of March 15, 2010, or as preschool principals as of July 1, 2019.
The objective of professional training is to equip principals and other personnel in corresponding managerial roles with a comprehensive understanding of the regulatory requirements pertinent to schools, preschools, and after-school centers. Additionally, it aims to enhance their leadership capabilities to ensure the quality of operations. The training seeks to empower participants to ensure that students and children receive an equitable and legally sound education, foster conditions conducive to achieving individual and organizational objectives, and spearhead institutions' holistic development. The training consists of 30 education credits and encompasses three core areas:
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school law and the exercise of authority (ten credits);
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governance, organization, and quality (ten credits);
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school leadership (ten credits).
According to the 2011 Ordinance on Professional Training and Continuing Education for Principals and Other Staff with Corresponding Management Functions in Schools, Preschools and After-School Centers, individuals who have completed a professional education course or possess equivalent qualifications from another country are entitled to have their education credited at the university where they are enrolled in professional education. Furthermore, professional training participants can receive credit for one or two specified courses if they have already acquired the requisite knowledge through prior education or professional experience.
The 2019 skoDigiplan also aims to offer ongoing professional development opportunities for school principals, enhancing their capacity to strategically lead digital development initiatives and integrate digital tools into education. Additionally, the plan seeks to allocate resources to support school principals' engagement in research and postgraduate training.
Furthermore, school principals within schools actively engage in Matematiklyftet, an ongoing professional development initiative for mathematics teachers initiated in 2012. This program is developed collaboratively with over 20 universities and colleges across Sweden and is conveniently accessible through a dedicated website. The materials hosted on this platform are openly available and meticulously organized according to school types and grade levels.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2010 Education Act, a specialized board, known as the School System Appeals Board, is designated to handle appeals against certain decisions within the educational system. The board comprises a chairman, one or two vice-chairmen, and four additional members. The chairman and vice-chairmen must have served or currently serve as regular judges. Other members are required to possess specialized knowledge concerning the conditions and requirements of children and students, as well as a comprehensive understanding of educational practices. The number of substitutes for other members is capped at two. Furthermore, members of the board and their substitutes are appointed by the government for a minimum term of three years.
As per the 2011 Ordinance outlining instructions for the Sami School Board, the Sami School Board functions as a governmental administrative body falling under the oversight of the Ministry of Education and Research. The board operates under a committee structure comprising five members whose selection is determined through elections conducted by the Sami Parliament. Central to the board's organization is an office headed by a designated head of the school.
The mission of the board is derived from directives outlined in the government's regulation letter and instructions issued by the Riksdag. Annually, the authority receives a regulation letter outlining objectives, reporting obligations, and financial parameters for its operations in the forthcoming year. This regulation letter constitutes a formal decision made by the government.
The primary responsibility of the board encompasses overseeing education within the Sami school, containing preschool classes and recreational facilities within school units hosting a Sami school. Through its initiatives, the authority endeavours to ensure that all Sami children have equitable access to education, as mandated by the 2010 Education Act, which includes elements of Sami teaching delivered at a high standard within a secure learning environment. Furthermore, the board is tasked with fostering favourable conditions for children's development and learning to enhance academic outcomes for students enrolled in the Sami school system.
3.2. Middle leaders
Headteachers of nursery schools, schools, and adult education programs are responsible for enforcing the 2010 Education Act, the 2008 Discrimination Act and the Equality Ombudsman regulations, prohibiting discrimination and degrading conduct while actively fostering an environment of equal treatment.
3.3. Parents
While legislative and policy frameworks do not provide specific guidelines for the composition of parent-teacher associations, parents actively participate in decision-making processes concerning students' learning and admission.
3.4. Students
While legislative and policy frameworks do not provide specific guidelines for the composition of students' councils or associations at the school level, students actively establish unions at the higher education level.
4. Governance
4.1. Autonomy of school leaders
The 2010 Education Act grants different levels of authority and autonomy to principals and rectors.
Regarding administrative responsibilities, the principal is obligated to appoint a school administrator/head who assists in ensuring adherence to educational regulations. The principal maintains the autonomy to appoint either a single head of school overseeing all aspects of institutional operations or multiple heads managing distinct school or preschool units. The principal also has the option to designate a deputy. In the event of the principal's absence, the deputy assumes managerial duties until the principal's return. The deputy possesses equivalent decision-making powers to that of the principal.
In matters concerning student enrollment, examinations, and academic progression, the principal has the authority to determine whether primary-level students receive education in primary or Sami schools and approve grade changes, subject to parental consent. The principal is mandated to promptly determine the placement of newly enrolled or assessed students, aligning with their age, existing knowledge, and individual circumstances. This process, to be completed within two months of admission, includes assigning students to appropriate instructional groups based on academic proficiency. Additionally, at the upper secondary level, the principal oversees the preparation of training contracts for students engaged in apprenticeships, ensuring adherence to prescribed procedures.
Regarding student discipline, the principal exclusively holds the authority to decide on suspensions. Both the student and their guardian must have the opportunity to present their perspectives before any disciplinary action is taken.
Rectors have the authority to approve the action program to provide special support to a student, who must exercise discernment and impartiality in assessing the merits of the proposed interventions. They cannot delegate this decision-making authority, mainly when providing special support in alternative settings, such as individualized instruction, distance education, or adapted course structures. When an investigation reveals that the student does not require special support, the designated representative must decide against initiating an action program.
Rectors are authorized to decide on written procedures for each school unit for handling the handling of mobile phones and other electronic communication equipment.
Rectors also have the authority to invite political parties to participate in educational activities. Should the rector opt to extend invitations to political parties, specific criteria govern the selection process. Firstly, invitations may be extended to all parties in the parliament (Riksdag), municipal assemblies, or the European Parliament. Alternatively, rectors may exercise discretion in inviting political parties based on alternative selection criteria, provided these are grounded in objective considerations. In cases where a limited number of political parties have been invited according to the aforementioned criteria, other parties expressing interest in participation are not necessarily entitled to the same opportunity. However, the principal retains the authority to incorporate information sessions from these additional parties into the educational curriculum should it be deemed beneficial for the students.
The 2020 Ordinance on Education in the School Area and Other Educational Activities in the Event of the Spread of a Certain Infection grants discretionary authority to principals to deviate from the stipulations outlined in the 2010 Education Act. Specifically, they are authorized to extend the academic year's duration by adding additional school days or increasing the number of instructional hours per day. Furthermore, they are authorized to redistribute teaching hours across subjects in a manner different from the predefined schedule specified for the school.
4.2. Assessment and accountability of school leaders
A centralized policy and legislative framework for assessing school leaders are absent. While school heads themselves are not individually evaluated, their overall performance may come under assessment as part of the broader mandate of the Swedish National Agency for Education (Skolverket) to monitor and evaluate early childhood education/care and schools. Additionally, the Swedish Schools Inspectorate (Skolinspektionen) is responsible for conducting quality controls in schools, which may indirectly impact school heads' performance assessment.
4.3. Teacher assessment by school leaders
Maintaining teaching quality and performance accountability by school leaders are not explicitly mentioned in legislative and policy frameworks. However, according to the 2010 Education Act, the Teachers' Responsibility Committee, notified by the Swedish Schools Inspectorate (Skolinspektionen), oversees the eligibility of teachers and preschool teachers to hold identification and issue warnings as needed. It also reviews requests to revoke identification and applications for new identification from previously registered individuals. Comprising a chairman and eight members appointed by the government for three-year terms, the committee includes a chairman with judicial experience and members with expertise in education. Deputies, who must also have judicial backgrounds, are appointed for the chairman, while sufficient substitutes are appointed for each member to ensure continuity.
This profile was reviewed by Helena Björck, Programme Coordinator, Ministry of Education and Research.
