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 2008 Compulsory School Act (amended in 2016) incorporates the term “headteacher”. Similarly, in the context of the 2008 Act on the Education and Recruitment of Teachers and HeadTeachers in Pre-Schools, Compulsory Schools and Upper Secondary Schools and the 2014 Icelandic National Curriculum Guide for Compulsory Schools, the term “headteacher” is used. The 2012 Icelandic National Curriculum Guide for Upper Secondary Schools uses the term “school principal”. Nevertheless, these legislative documents notably lack explicit definitions for the term. According to the 2008 Upper Secondary Education Act (amended in 2016), “the headteacher is the school’s manager”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2022 Regulation on a Competency Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools defines the competency framework for general and specialized knowledge, skills and abilities that teachers and school heads are required to possess at all education levels. The competency framework is aimed to guide school evaluations and the professional development of teachers and school heads. Article 11 defines the competencies required for school heads as follows: 1) Professional leadership on learning and teaching development and student success; 2) Communication and cooperation inside and outside the school; 3) Human resources and welfare; and 4) Finance and operations. The regulation is based on the 2019 Act on the Education, Qualifications and Employment of Teachers and School Heads of Pre-Primary, Compulsory and Upper Secondary Schools (as amended in 2023).
National education laws and guidelines also define the roles and responsibilities of school leaders as mentioned below.
Roles
Setting expectations/objectives: According the 2008 Upper Secondary Education Act (amended in 2016), the headteacher is responsible for overseeing the day-to-day administration and school operations. It is the headteacher's duty to guarantee the school's adherence to relevant laws, regulations, the National Curriculum Guide, and any other prevailing administrative directives.
According to the 2022 Regulation on a Competency Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools, the school administrator is required to possess knowledge of the laws, regulations and other official instructions that concern school work and the ability to lead school work in accordance with the goals and provisions of the law. Furthermore, they are required to lead daily and do reform-oriented school work, including with regard to finance, operations and human resources.
Developing teaching and learning: According to the 2008 Upper Secondary Education Act (amended in 2016), the headteacher is responsible for organizing teachers' meetings to discuss teaching methods.
According to the 2014 Icelandic National Curriculum Guide for Compulsory Schools, "the headteacher is responsible for implementing the school curriculum guide and operation plan and devising them in consultation with teachers and other school personnel who have committed themselves to implementing them".
According to the 2012 Icelandic National Curriculum Guide for Upper Secondary Schools, “the school curriculum guide is prepared by the school personnel under the direction of the principal and confirmed by the school board after having been referred to a school meeting. It is to be published in an accessible manner on the school website and updated regularly”.
According to the 2022 Regulation on a Competency Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools, the school administrator is required to possess knowledge and ability to lead and support a learning community within a school through formal and informal means.
Promoting collaboration: According to the 2008 Compulsory School Act (amended in 2016), the headteacher is responsible for promoting collaboration between all members of school. Furthermore, according to the Act, in their interactions and collaborations with children, parents, and colleagues, all staff members are required to demonstrate courtesy, consideration, and tact.
According to the 2008 Upper Secondary Education Act (amended in 2016) and the 2012 Icelandic National Curriculum Guide for Upper Secondary Schools, the headteacher (or the principal) of every upper secondary school is required to collaborate with a local health care centre to address health care and hygiene matters.
According to the 2022 Regulation on a Competency Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools, the school administrator is required to possess the ability to communicate with different parties inside and outside the school and promote cooperation and collaboration between parties inside and outside the school community.
Supporting staff development: According to the 2008 Compulsory School Act (amended in 2016), the headteacher is responsible for providing professional leadership. Furthermore, upon the headteacher's initiative, each school is mandated to develop a lifelong learning plan for its staff, aiming for optimal alignment with the priorities outlined by the school, the local authority, and the National Curriculum Guide.
According to the 2022 Regulation on a Competency Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools, the school administrator is required to possess knowledge and ability to provide professional leadership in learning and quality assessment of schools.
Acting in accordance with the ethical principles of the profession: According to the 2008 Compulsory School Act (amended in 2016), all staff members of compulsory schools are required to exhibit professionalism, commitment and conscientiousness in their work. Furthermore, all staff are obligated to uphold the strictest confidentiality concerning information about children's and their parents' personal circumstances. This obligation encompasses knowledge acquired during their professional duties and is governed by legal confidentiality mandates, directives from superiors, or inherent requirements of the case. The duty to maintain confidentiality persists beyond the termination of employment. It is essential to note that the confidentiality obligation of compulsory school staff does not encompass information related to incidents subject to statutory reporting requirements. The headteacher is responsible for reminding staff about these obligations, particularly highlighting the statutory reporting mandate outlined in the 2015 Children First Act.
Others: According to the 2008 Compulsory School Act (amended in 2016), headteachers are responsible for convening teachers' meetings as needed throughout the academic year of the compulsory school. Similarly, staff meetings are to be called by the headteacher as required.
According to the 2008 Upper Secondary Education Act (amended in 2016), the headteacher is responsible for setting the school's budget, ensuring that it is adhered to, and leading the way in drawing up the school curriculum guide and instigating reforms within the school. Furthermore, the headteacher is responsible for overseeing residence halls' functioning at public upper secondary schools, while the day-to-day administration and management may be delegated to a third party through a contractual agreement.
According to the 2022 Regulation on a Competency Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools, the school administrator is required to possess knowledge of the possibilities and limitations of digital technology in school work, both with regard to operations and school development.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2008 Compulsory School Act (amended in 2016) and the 2008 Upper Secondary Education Act (amended in 2016), individuals convicted for violating the provisions outlined in the 1940 General Penal Code (amended in 2018) are not eligible for employment in the headteacher position at compulsory schools and upper secondary schools. Prospective employees are required to furnish a criminal record certificate or authorize the headteacher to procure pertinent information from the penal register.
As per the stipulations outlined in the 2008 Act on the Education and Recruitment of Teachers and Headteachers in Pre-Schools, Compulsory Schools and Upper Secondary Schools, the criteria for recruitment to positions of leadership vary depending on the educational level. To qualify as a preschool headteacher, an applicant must hold the designation of a preschool teacher and have either completed supplementary education in management or demonstrated experience as a preschool-level teacher. For positions as compulsory school headteachers, candidates must be certified as compulsory school teachers and have additional education in management or relevant experience at the compulsory school level. Similarly, those seeking upper secondary school head positions are required to be certified as upper secondary school teachers and must have pursued additional management education or have experience at the upper secondary level.
The 2019 Act on the Education, Qualifications and Employment of Teachers and School Heads of Pre-Primary, Compulsory and Upper Secondary Schools (as amended in 2023) further states that school heads of all education levels must be teachers, have the qualifications required of a school manager, as well as additional education management experience that provides applicants with specialized administrative skills (Article 12).
The 2008 Act on the Education and Recruitment of Teachers and Headteachers in Pre-Schools, Compulsory Schools and Upper Secondary Schools outlines exemption and prioritization criteria for headteacher roles as follows: If no qualified preschool teacher applies for a position after multiple advertisements, a temporary recruitment of individuals without a preschool teaching title may be conducted annually. For headteacher positions in preschools, compulsory schools, and upper secondary schools, recruitment decisions consider candidates' career development, management experience, administrative education, and competency references. When multiple candidates meet all requirements, education, job experience, and competency references are evaluated. Priority is given to individuals with relevant qualifications: in preschools, those with a bachelor's degree in education and pedagogy or an equivalent; in compulsory schools, those with a similar educational background; and in upper secondary schools, those with a vocational qualification or university degree with at least 120 credit units in the relevant subject.
Appointment decision
While teachers in compulsory schools are appointed based on an ‘open recruitment’ process, school heads are appointed by the state, in consultation with the school board.
At the pre-primary and compulsory school level, school heads are recruited in accordance with the 2019 Act on the Education, Qualifications and Employment of Teachers and School Heads of Pre-Primary, Compulsory and Upper Secondary Schools.
According to the 2008 Act on the Education and Recruitment of Teachers and HeadTeachers in Pre-Schools, Compulsory Schools and Upper Secondary Schools, the local authorities/municipalities are responsible for recruiting head teachers in pre-schools. Furthermore, according to the Act, the procedure for filling vacant positions in upper secondary schools, encompassing both teaching and leadership roles adheres to guidelines established by the Minister of Finance and Economic Affairs concerning official announcements for vacant public posts. Advertisements systematically outline particulars such as requisite subjects or fields of specialization. As a preferred timeline, recruitment processes are aimed to conclude by the 31st of May each year whenever feasible.
At the upper secondary level, according to the 2008 Upper Secondary Education Act (amended in 2016), the Minister of Education is responsible for appointing the headteacher of an upper secondary school for a five-year term, with the school board conducting assessments of applicants for the position. Once appointed, a headteacher is entitled to leave from teaching duties while serving in the headteacher role. Additionally, the Minister can appoint a headteacher to manage multiple upper secondary schools.
Employment equity measures
The 2021 Act on Equal Status and Equal Rights Irrespective of Gender places special emphasis on equalising the positions of women and men as regards to managerial and influential positions. Employers are prohibited from discriminating between applicants for jobs on grounds of their gender (Article 19). While there are specific provisions for education and schooling (Article 15), and all forms of discrimination on grounds of gender are prohibited in schools, there are no explicit measures to increase the representation of women in school leadership positions.
Working conditions
The working conditions of teachers and head teachers are regulated by law, regulations, and various agreements between trade unions and the government. Head teachers at the compulsory school level are employed by the municipality and have the status of public employees.
The 2019 Act on the Education, Qualifications and Employment of Teachers and School Heads of Pre-Primary, Compulsory and Upper Secondary Schools and the Government Employees Act govern the employment conditions for teachers and head teachers at all education levels.
Head teachers of compulsory schools receive salaries based on the number of students at their schools. Head teachers at the upper-secondary level do not belong to teachers' unions, with their salaries determined by a special committee, depending on the size and complexity of the school.
According to the 2020-2021 Collective Agreement for pre-school heads, the monthly salary of kindergarten principals and assistant kindergarten principals who work full-time depends on the number of children in the school and have different salary classes. The salaried class of assistant kindergarten principals also depends on the weekly management hours. Kindergarten principals receive an agreed monthly salary every month of the year without an assessment of work contribution each month separately. They are, therefore, not paid incidental overtime due to their regular work as kindergarten directors.
According to the 2020-2021 Collective Agreement for pre-school heads, the leave days are 30 days. School principals are provided with travel costs and accidental health insurance. For example, compensation due to permanent disability is paid in proportion to the insurance amount of ISK 22,285,934. Furthermore, after completing a postgraduate degree, they are entitled to a 2% increase in their salary.
According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, the average annual gross salary of school heads aged 25-64 in public schools varies across different ISCED levels. At the ISCED 02 level, it stands at EUR 75,091; at ISCED 01 and ISCED 24 levels, it is EUR 84,034. The average annual gross salary for the ISCED 34 level is EUR 103,030. When considering public school heads aged 45-64, the average annual gross salary is EUR 70,402 at the ISCED 02 level and EUR 78,121 at the ISCED 01 and ISCED 24 levels. For public school heads aged 55-64, the average annual gross salary is EUR 77,151 at the ISCED 02 level and EUR 83,162 at the ISCED 01 and ISCED 24 levels.
2.3. Leadership preparation and training
Pre-service training
National laws, policies and plans do not explicitly govern the initial training of school principals. However, according to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, candidates must have completed a dedicated training course for school heads.
Induction and in-service training
The 2008 Compulsory School Act (amended in 2016) does not explicitly refer to induction and in-service training. However, according to the Act, headteachers (and compulsory schoolteachers) are afforded regular opportunities for lifelong learning to augment their professional competence. This provision also encompasses the option to avail of study leaves.
The 2022 Regulation on a Qualification Framework with Criteria for the General and Specialized Qualifications of Teachers and School Heads at Pre-Primary, Primary and Secondary Schools includes provisions on the professional development of head teachers (Article 12). The professional development of teachers and school heads must be a targeted in the government's educational policy and school professional development plans.
Similarly, according to the 2020-2021 Collective Agreement for pre-school heads, it is equally the responsibility of the school head and the manager to increase professional knowledge and other expertise necessary for the job. School heads' lifelong learning must be based on the professional development plan of the pre-school.
The Iceland Education Policy 2030 aims to ensure competence and knowledge development for school heads at all education levels.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2008 Compulsory School Act (amended in 2016), each local authority is obligated to establish a school board entrusted with managing compulsory school affairs. The election of the school board is to be conducted by the municipal council at the commencement of each elective term. The composition of the school board comprises principal members, whose number is commensurate with the requirement, and alternate members, similarly numbered, elected through the same process. Notably, headteachers, compulsory schoolteachers, and parents within a municipality each exercise their right to participate in the electoral process. Specifically, they elect one principal and one alternate representative from their respective cohorts to partake in school board meetings, wherein they possess the entitlement to articulate opinions and propose motions. The school board's key responsibilities include ensuring that all eligible children within the municipality receive compulsory education; approving annual operating plans and school curriculum guides for each school; overseeing the implementation of education and curriculum development, and suggesting improvements to the headteacher and/or municipal council; supervising access to designated school services for pupils and schools; ensuring the availability of appropriate teaching premises, facilities, and outdoor spaces; monitoring legal compliance and proposing enhancements to the municipal council; and facilitating collaboration between preschools, compulsory schools, and partnerships with upper secondary schools.
Furthermore, according to the Act, each compulsory school must establish a school council as a dialogue platform between the headteacher and the school community. This council actively shapes the school's strategic direction, discusses vital plans, and provides crucial input on significant changes. With nine members serving two-year terms, including representatives from teachers, other school staff, pupils, and parents, the school council gains broader oversight of pupils' safety and well-being with approval from the municipal council and school board. It also has the option to add a representative from the local community or an extra parent representative.
At the upper secondary level, according to the 2008 Upper Secondary Education Act (amended in 2016), each upper secondary school is mandated to establish a school board, which the Minister appoints for a four-year term. The school board consists of five members, two of whom are nominated by the relevant municipal council, while the remaining three members are appointed without nomination. Additionally, alternate members are appointed using the same process. The board selects its chair for a one-year term. Three non-voting observers, with the right to speak and propose motions, are nominated for a one-year term – one each by the teachers' assembly, the students' association, and the parents' council. The headteacher attends board meetings as a non-voting observer with the right to speak and propose motions, also serving as the board's managing director. The school board determines priorities, ensures optimal services to residents, and fosters community ties. It advises the headteacher on study programs, confirms the curriculum guide, and monitors its implementation. The board also gives opinions on the annual financial plan, fees, and school contracts. It plays a role in staff-related matters and assesses headteacher applicants for presentation to the Minister.
Furthermore, according to the 2008 Upper Secondary Education Act (amended in 2016), the school council comprises the deputy headteacher and teacher and student representatives. The headteacher chairs the council, and the council is responsible for providing consultation and assistance to the headteacher.
3.2. Middle leaders
As mentioned in Subsection 3.1, teachers are eligible to serve as members of the school council in compulsory and upper secondary schools. According to the 2008 Act on the Education and Recruitment of Teachers and Headteachers in Pre-Schools, Compulsory Schools and Upper Secondary Schools, a representative from the general association of teachers is required to become a member of an exemption committee for compulsory schools and upper-secondary schools.
3.3. Parents
As mentioned in Subsection 3.1, parents are eligible to serve as members of the school council of compulsory schools.
According to the 2008 Compulsory School Act (amended in 2016), compulsory schools are mandated to have parents' associations. The primary function of a parents' association lies in bolstering the school's endeavours, fostering the well-being of pupils, and fortifying the connections between home and school. The parents' association of each school formulates its regulations, encompassing guidelines for board elections and the selection of representatives to the school council.
At every upper secondary school, according to the 2008 Upper Secondary Education Act (amended in 2016), a parents' council is mandated, with the headteacher responsible for convening its inaugural meeting. The primary purpose of the parents' council is to actively support the school's initiatives, advocate for students' interests, and collaborate with the school to enhance the engagement of parents and legal guardians of the school's underage students. Membership is open to parents of students at the school.
During its general assembly, the council is empowered to elect its board. Additionally, the parents' council can nominate one observer to the school board. To streamline its operations, the council is entrusted with establishing its own rules of procedure. This systematic approach ensures that the parents' council plays a meaningful and organized role in supporting the school community.
3.4. Students
As mentioned in Subsection 3.1, students are eligible to serve as members of the school council of compulsory and upper secondary schools.
Each compulsory school, according to the 2008 Compulsory School Act (amended in 2016), is required to establish a pupils' association tasked with promoting social, general-interest, and welfare issues pertinent to the student body. The pupils' association for each school formulates its regulations, encompassing board election procedures and selecting school council representatives.
Each upper secondary school, according to the 2008 Upper Secondary Education Act (amended in 2016), is mandated to establish and operate a students' association dedicated to managing various aspects such as students' social activities, general interests, and overall well-being. The association is granted autonomy in setting its rules regarding composition, role, and operational methodologies, all while functioning under the responsibility of the respective school. The school is obligated to provide facilities for the smooth operation of its students' association.
Moreover, upper secondary schools can allocate funding to support their students' associations. In such cases, the association's financial accounts are subjected to the same auditing processes as other financial aspects of the school.
4. Governance
4.1. Autonomy of school leaders
The 2008 Compulsory School Act (amended in 2016) assigns distinct levels of autonomy and authority to headteachers and the minister of education. According to the Act, headteachers are required to propose to the municipal council concerning the administrative organization of compulsory schools, considering the institution's specific needs. The headteacher has the authority to determine the responsibilities of other school administrators, designating one of them to serve as the deputy headteacher. Headteachers are required to establish school councils, parents' and pupils' associations, and ensure essential support. Furthermore, at the commencement of each school year, in compulsory schools with fewer than 60 pupils and lacking additional administrators, the headteacher is required to appoint one of the permanent teachers as a substitute headteacher.
The 2008 Act on the Education and Recruitment of Teachers and Head Teachers in Pre-Schools, Compulsory Schools and Upper Secondary Schools delegates authority to head teachers to recruit compulsory and upper secondary school teachers and other specialists for temporary or replacement teaching roles. The provisions outlined in the 2008 Upper Secondary Education Act (amended in 2016) and the 1996 Act on Government Employee Act (amended in 2021) also apply to recruiting upper secondary school teachers. Furthermore, head teachers can temporarily recruit a specialist for teaching within their field in upper secondary schools, provided it is at most 240 minutes per week.
In instances where no qualified compulsory or upper secondary school teacher applies for an advertised position despite repeated advertisements, head teachers can seek an exemption from the exemption committee to employ a specific individual for temporary teaching. However, this exemption is limited to a one-year duration. If the teaching commitment is 240 minutes a week or less, head teachers are exempt from approaching the exemption committee. In cases where neither head teachers nor a minimum of two school board members recommend recruiting a compulsory or upper-secondary school teacher for a teaching position, head teachers can approach the exemption committee and request permission to hire an alternative candidate.
According to the 2008 Upper Secondary Education Act (amended in 2016), if a student's highly inappropriate behaviour remains unresolved, the headteacher has the authority to suspend or permanently dismiss the student. However, any decision to take such action must be promptly communicated to the student and, in the case of underage students, to their parents. The headteacher also has the authority to determine the enrolment fee, materials fee, and electronic materials fee to be levied on students at the commencement of each term or school year. Furthermore, headteachers have the option to establish special support funds. Before doing so, they are required to seek the school board's opinion and obtain the consent of the Ministry.
According to the 2008 Compulsory School Act (amended in 2016) and the 2014 Icelandic National Curriculum Guide for Compulsory Schools, the headteacher has the authority to grant exemptions to pupils from compulsory education in specific subjects based on valid justifications. This includes cases like exempting students from Danish education if their native language differs from Icelandic or if they have lived abroad for an extended period. Students with special needs or disabilities may also be considered for subject exemptions in consultation with specialists, with alternative subjects offered as substitutes. Additionally, students demonstrating exceptional achievements, like participation in youth national teams for sports or artistic pursuits, may be eligible for exemptions.
Furthermore, according to the 2014 Icelandic National Curriculum Guide for Compulsory Schools, headteachers assume pivotal authority in student management. Notably, in Grades 8 to 10, headteachers can exempt pupils from mandatory physical education based on exceptional sports achievements, excluding sports integral to elective courses. Conversely, Grades 1 to 7 lack this exemption privilege for sports club participation.
Headteachers' autonomy extends to home education, allowing them to grant partial or complete exemptions to parents who choose this educational route in collaboration with the school board and specialist services.
In the examination framework, headteachers hold significant sway, allowing pupil exemptions from national exams based on compelling justifications, with consensus from parents and teachers. This provision caters to diverse circumstances, including non-Icelandic native speakers, recent immigrants, students with special needs, and those facing uncontrollable obstacles to exam attendance.
Headteachers can authorize a child's early school attendance before age six, contingent on comprehensive discussions among relevant personnel in preschool and compulsory school. Temporary exemptions from compulsory school attendance for students can be granted by headteachers, either partially or entirely, after consultations with supervisory teachers. The merit of such exemptions depends on the validity of arguments presented by parents.
The 2012 Icelandic National Curriculum Guide for Upper Secondary Schools highlights the crucial role of school principals in educational administration. Financial decisions in education involve a balance of authority. While principals have autonomy in setting enrolment fees, the Ministry of Education establishes maximum limits to ensure compliance with broader policies. A notable financial aspect involves enrolment outside the designated timeframe. Principals can adjust fees in such cases, allowing a maximum increase of 25 per cent per term. This provision promotes administrative flexibility and encourages adherence to official enrolment timelines. The curriculum guide grants principals the authority to exempt students with disabilities or long-term illnesses, aligning with a commitment to inclusivity and personalized education.
4.2. Assessment and accountability of school leaders
A centralized policy and legislative framework for assessing school leaders are absent. Local education authorities determine evaluation requirements and processes.
4.3. Teacher assessment by school leaders
While official documents do not explicitly outline teacher evaluation, encompassing assessments for struggling teachers, promotion, career advancement, and ensuring teaching quality and performance accountability, the 2008 Upper Secondary Education Act (amended in 2016) specifies that the headteacher is responsible for hiring administrators, teachers, and other school personnel in consultation with the school board. Furthermore, the headteacher plays a crucial role in granting special study leave to teachers with at least five years of experience seeking to enhance their expertise and teaching skills. Upon obtaining the headteacher's opinion, the Ministry authorizes granting paid study leave for up to one year.
