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 responsibility for school administration rests with the head of a school (Dyrektor) as a single-person authority. According to legislation, including the 2016 Law on School Education, the head of a public school works together with the school’s collective bodies: the teaching council, the school council, and the parents' council, where such bodies are established, and with the student self-government. In a school with at least 12 classes, the position of deputy head is created. The head of a school, with the consent of the school management body, may create additional positions of deputy heads or other managerial positions.” (Art. 97.1).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2016 Law on School Education (as subsequently amended) is the key legislative act for the school education system and lists the responsibilities of heads of public nursery schools, schools and other institutions in Article 68. The roles of school heads are additionally outlined in the 1982 Teachers’ Charter (as subsequently amended), 2017 Regulation of the Minister of National Education on pedagogical supervision, 2022 Regulation of the Minister of Education and Science on the professional promotion grades for teachers, and 2017 Regulation of the Minister of National Education on the conditions for education and care provided to children and young people with disabilities, socially maladjusted students and students at risk of social maladjustment (as subsequently amended).
The powers and responsibilities of governing bodies and heads in non-public schools are specified in their statutes.
Roles
Setting expectations/objectives: At the start of each school year, the school head is responsible for developing a pedagogical supervision plan, which is submitted to the school’s teaching council, as detailed in the 2017 Regulation of the Minister of National Education on pedagogical supervision. The plan has to take into consideration the aims of inspections set in the legislation, the national school education policy agenda, and findings from pedagogical supervision in the previous year. At the end of the school year, the school head reports on findings from internal pedagogical supervision to the teaching council.
Developing teaching and learning: Internal pedagogical supervision, one of the key responsibilities of school heads as set out in the 2017 Regulation of the Minister of National Education on pedagogical supervision, includes classroom observations, inspections, and teacher support, using findings to improve the school’s performance. In the case that the head is not a teacher, the supervision is undertaken by a teacher holding another managerial position. The school head, in collaboration with other teachers holding managerial positions, conducts internal evaluations and uses the results to improve the quality of the school's work. They ensure that teachers comply with legal regulations related to educational, care, and other statutory activities. The school head also supports teachers in fulfilling their tasks, especially through diagnosing the school's performance, planning development activities, and organizing training sessions and meetings. Additionally, they monitor the school’s overall performance (2017 Regulation of the Minister of National Education on pedagogical supervision, § 22. 1).
Promoting collaboration: There are various responsibilities of school heads relating to promoting collaboration in the 2016 Law on School Education, including cooperating with the school council, teaching council, parents, and student government; collaborating with higher education institutions in the organisation of teaching internships for their students; and collaborating with the school nurse or hygienist, doctor and dentist in providing preventive healthcare to children and young people.
Supporting staff development: According to legislation, the school head is the head of staff and is responsible for providing assistance to teachers in carrying out their tasks, developing a continuous professional development plan for the teaching staff, granting paid training leave and other benefits related to continuous professional development, and appointing a mentor for novice teachers during the induction period. These roles are outlined in detail in the 1982 Teachers’ Charter, the 2017 Regulation of the Minister of National Education on pedagogical supervision, and the 2022 Regulation of the Minister of Education and Science on the professional promotion grades for teachers.
Acting in accordance with the ethical principles of the profession: All teachers (including heads) must meet the provisions relating to the dignity of the teaching profession, as described in the 1982 Teachers’ Charter.
Others: Additional roles for school heads outlined in the legislation include providing care and support to students, creating conditions to ensure student and teacher safety, ensuring recommendations for students with special needs are implemented, implementing measures for processing personal data in accordance with personal data protection laws, establishing a school timetable, organizing external exams, and dividing students into classes.
The school head is partially relieved from teaching duties, with their weekly teaching load depending on the size of the school.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2017 Regulation of the Minister of National Education (as subsequently amended) outlines the detailed qualification requirements for school heads and teachers in public nursery schools, primary schools and secondary schools. Within the Polish school system, the stage of lower secondary education is not formally distinguished; the 8-year primary school covers two levels: primary education and lower secondary education.
The head may be a fully qualified teacher (teaching head) or a person who is not a teacher and does not hold a teaching qualification (non-teaching head). The large majority of school heads in Poland are teaching heads.
The position of a teaching head in schools at all education levels may be taken by an appointed or chartered teacher (a teacher holding one of the two grades in the professional promotion system for teachers) who has completed a degree program and holds a master’s degree, a teaching qualification, and any other qualifications required for teachers in the school. The minimum qualification required to teach is a bachelor’s degree. For nursery and primary schools (including lower secondary level), the position of school head can also be taken by an appointed or chartered teacher who has a bachelor's degree, a teaching qualification, and the qualifications required of teachers in the institution.
Candidates in both bases must additionally have completed a formal qualification in management (first-, second- or long-cycle programme or a non-degree postgraduate programme in management, or qualification course in school education management), have at least 5 years of experience as a teacher, and have received good grades in their teacher performance appraisal. Additional requirements include meeting health standards, having full legal capacity and public rights, and having not been convicted of an intentional offence.
A non-teaching head must be a Polish national or national of EU member states, hold a master’s degree, have at least 5 years of work experience (including 2 years in a management position), have a formal qualification in management, meat health requirements, have full legal capacity and public rights, and have not been convicted of any intentional offence.
The legislation does not specify appointment requirements for heads of non-state schools, which are provided by the governing body of the non-state school in internal regulations.
Appointment decision
The 2016 Law on School Education and 2017 Regulation of the Minister of National Education sets out the detailed procedure for the recruitment of heads of public schools at all education levels. The head of a public school is appointed based on a decision of the body administering the school, which in most cases, is the local government unit. If the head to be appointed is not a teacher, the administering body is required to additionally consult the Head of the Regional Education Authorities. Candidates in both cases are selected through an open competition organized by the school’s administering body, through a competition committee. The competition committee, which is appointed by the school’s administering body, is composed of representatives of the school administering body (3 members); the pedagogical supervision body (3 members); the school’s teaching council (2 members); the school’s parents’ council (2 members); and the trade unions operating in the school (1 member from each). The committee interviews with candidates who meet the formal requirements, and makes the selection, with selection approved by the school’s administering body. If no candidate has been selected in the competition, the school administering body may appoint a candidate chosen in agreement with the pedagogical supervision body, after consultation with the school council and the teaching council.
The requirement to hold a competition for the position of a head does not apply to schools or institutions run by natural persons or legal persons who are not local government units (Art. 63.11 of Law on School Education).
Employment equity measures
The principle of equality between women and men is embedded in the Polish Constitution, the Labor Code and the Act on the Promotion of Employment and Labor Market Institutions.
The Constitution of the Republic of Poland states that everyone has the right to equal treatment by public authorities and no one may be discriminated against in political, social or economic life for any reason (Article 32). Article 33 states that women and men in the Republic of Poland have equal rights in family, political, social and economic life. In particular, women and men have equal rights to education, employment and promotion, to equal pay for work of equal value, to social security and to occupy positions, perform functions and obtain public dignities and decorations. The above principles of equality and equal treatment are also contained in Article 141 of the Treaty establishing the European Community and Article 19 of the Treaty on the Functioning of the EU, and are further specified in European Union directives.
The Act on Equality prohibits unequal treatment due to gender (among other grounds) in professional education, including continuing education, professional development, change of profession and professional practice. However, it does not explicitly prohibit discrimination on the grounds of gender in the scope of education and higher education. There are additionally no regulations or measures on gender equality in decision-making, career development, harassment and mobbing, or inclusion of gender in research and teaching.
Strategic documents that provide the framework for gender equality activities are Gender Equality Plans adopted by the universities in Poland. They are addressed to the entire academic community – students, doctoral students and employees. The content of these Plans refers to areas identified by the European Commission as key to achieving gender balance in an organisation, including gender balance in management and decision-making bodies and gender equality in recruitment and career development.
Working conditions
School head positions are held for a fixed term, as defined in the 2016 Law on School Education. They are not permanent positions or civil servants. According to legislation, the position of school head in the public sector may be held for 1- 5 school years (with the minimum duration being 1 year).
Different laws and regulations govern the conditions of service of teaching heads and non-teaching heads in public schools. Teaching heads are governed by regulations applicable to all teachers, while non-teaching heads are covered by legislation on local government employees.
The 1982 Teachers’ Charter (as subsequently amended) is the key legislative act for teachers in public schools (including teaching heads), outlining their conditions of service, their responsibilities with regard to teaching, and general performance appraisal arrangements. Teachers employed on the basis of The Teachers' Charter regulations are not subject to the Civil Service Act. The 2005 Regulation of the Minister of National Education and Sports on the minimum rates of the basic pay for teachers, and other work-related benefits and allowances (as subsequently amended) sets salary rates for teachers (including teaching heads), being updated annually. The 2009 Act on Teachers’ Compensation Allowances (as subsequently amended) grants special pension benefits to teachers.
The 1974 Labour Code (as subsequently amended) applies to non-teaching heads of public schools and, heads of non-public schools. The 2021 Regulation of the Council of Ministers on the remuneration of local government employees laws down detailed salary arrangements for non-teaching heads of public schools.
Different salary arrangements are in place for teaching and non-teaching school heads in the public sector. Salaries for teaching heads are determined in accordance with regulations applicable to all teachers and consist of the basic pay and allowances (including a function-related allowance and a length-of-service allowance) and, where applicable, the pay for overtime hours and ad-hoc replacements, awards and other benefits. The minimum salary rates, which take into account teachers’ professional promotion grades, the level of formal qualifications, and the teaching load, are established annually by the minister in charge of education and upbringing in a relevant regulation. The specific rate applied is negotiated between the school head and the school administering body.
Annual statutory salaries include additional allowances that constitute a regular part of the annual base salary such as the seniority allowance, the 13th pay and holiday benefits. The amount of basic salary is set by the regulation by the Minister of National Education. Remuneration depends on the qualification level, position on the professional advancement scale (appointed or chartered teacher), amount of school head/position allowance. School heads working in rural areas or towns with no more than 5,000 inhabitants also receive 10% of the base salary. There is also a service anniversary award for 20, 25, 30, 35, and 40 years of work, which constitute 75%, 100%, 150%, 200%, and 250% of monthly remuneration.
Salaries of non-teaching heads are determined in accordance with the legislation on local government employees, as heads of most schools are employed by a local government unit as the school administering body. The salary of the head consists of the basic pay, a function-related allowance a length-of-service allowance, and, where applicable, an allowance for increased workload or work in specific conditions.
In the non-state sector, salary levels for both teaching and non-teaching heads is determined by their employer (the body administering a given school) in accordance with the generally applicable labor law regulations. In 2021/2022, the annual gross basic statutory salaries of heads (full-time and fully qualified school heads in public schools) were as follows:
In 2023, the average salary of school heads at primary and lower secondary level was 62,479 USD, and at upper secondary level 66,563 USD.
Teacher unions provide consultations, offering advice and recommendations regarding regulations and working conditions for all teachers (including heads). They also form part of the selection committee for school heads.
2.3. Leadership preparation and training
Pre-service training
School heads are required to complete certain training courses in school education management, outlined as part of their qualification requirements, which usually have a duration of around 200 hours. Topics covered include general organization and management theory; law on school education; change management; leadership, psychology in managing an educational institution; quality management and quality measurement; educational institution in its local environment; school education and care programme; organization of the teaching process; and development of a programme for an educational institution. The programme also comprises a management internship.
The Ministry of Education has additionally worked towards a model of school head preparation, which includes training for school heads who have just started their headship and need support during the induction period. In 2023, this training was conducted remotely and included 40 teaching hours.
Induction and in-service training
Improvement of the management competencies of school heads is one of the mandatory criteria for the appraisal of their performance. Teaching heads are expected to undertake continuous professional development activities in line with the needs of their schools, as provided in legislation applicable to all teachers. Continuous professional development is mandatory for school heads for purposes of promotion. According to legislation concerning local government employees, non-teaching heads are expected to improve their skills continuously. Training courses and other types of continuous professional development activities for school heads are organised by in-service teacher training institutions and continuing education centres, higher education institutions and other educational and training institutions, as described in the 2019 Regulation of the Minister of National Education on in-service teacher training institutions (including amendments).
3. Teachers, parents and students
3.1. School management committees and boards
School heads are supported in their management tasks by the school council, the teachers’ council, the parents’ council (see section 3.3.), and the student self-government (see section 3.4.), as described in the 2016 Law on School Education.
The teachers’ council is chaired by the school head and composed of all teachers working in the school. It is responsible for approving school activity plans, adopting resolutions on the results of student assessments, adopting organisational arrangements for in-service training of teachers in the school, and determining how findings from pedagogical supervision will be used to improve school performance. The teaching council additionally develops the school’s statutes and its amendments and presents them to the school council.
The school council includes at least 6 members, who represent, in equal proportion, teachers, student parents, and students. The school council is actively involved in internal school matters, including adopting school statutues, giving its opinion on the school financial plan and school activity plan, as well as evaluating and proposing school activities.
3.2. Middle leaders
The 2016 Law on School Education refers to teachers holding management positions, who may exercise pedagogical supervision of teachers employed in the school in cases where the school head is not a teacher.
3.3. Parents
The parents' council represents the parents of all students in a given school. The parents' council can make proposals on all school matters to the school head and other school bodies, the school administering body or the body responsible for pedagogical supervision. As part of its powers defined in legislation, the parents’ council adopts a school education and childcare programme and a problem prevention programme in consultation with the school's teaching council; and gives its opinion on a programme and schedule of activities designed to improve school performance; and gives its opinion on a draft of the financial plan submitted by the school head. The parents’ council may additionally raise funds to support the statutory activities of the school.
3.4. Students
A student self-government (also referred to as student self-governing body or student government) is established by all students in a given school in accordance with legislation. The rule for operating and election of the body is laid down in the regulation (Art. 85. 2016 Law on School Education).
The student self-government body can make proposals and give opinions on all school matters to the school council, the teaching council and the school head. Proposals may concern the basic rights of students such as the right to have access to the curriculum, have progress in their learning and conduct assessed in a transparent and justified way; organise school life in a way that ensures an appropriate balance between learning effort and opportunities for pupils to develop and pursue their interests; edit and publish a school newspaper; and organise cultural, educational, sports and entertainment activities. Students may choose the teacher responsible for the student's self-government.
4. Governance
4.1. Autonomy of school leaders
As the head of staff, the school head is explicitly responsible for employing and dismissing teachers and non-teaching staff at the school, as described in the 2016 Law on School Education and 1982 Teachers’ Charter. Teachers are employed by the head of the school based on an open recruitment process, with school heads additionally able to terminate the teacher’s contract of employment. Deputy heads and other management staff are appointed and dismissed by the school head after consultation with the body administering a given school, the school council, and the teaching council.
The school head is further responsible for managing school funds as part of the financial plan reviewed by the school council, being primarily responsible for their correct use.
All schools must follow the national core curriculum, which describes general and specific learning outcomes for students. Teachers may implement subject curricula which they develop independently or they choose from among the set of curricula developed by other author(s), provided these are approved by the school head. The school head is responsible for ensuring their compliance with the national core curricula established by the minister in charge of education and upbringing.
4.2. Assessment and accountability of school leaders
The 1982 Teachers’ Charter (as subsequently amended) and 2022 Regulation of the Minister of Education and Science govern the performance appraisal of teachers, including head teachers.
The performance appraisal of school heads involves two external bodies: the school administering body and the pedagogical supervision body. As a pedagogical supervision body, the Head of the Regional Education Authorities, in cooperation with the body administering the school (usually a local government unit), conducts a performance appraisal of a school head and appoints a panel to consider an appeal against the outcome of the appraisal filed by the head. The minister in charge of education and upbringing also manages an electronic pedagogical supervision platform.
Performance appraisal can be undertaken on the initiative or at the request of the school head, the school council, the parents’ council, the school administering body, or the pedagogical supervision body, and is conducted after consultations with the school council and trade unions operating within the school. The legislation does not specify the frequency of these appraisals, stating only that the appraisal should be conducted within 3 months of the submission of request.
The appraisal covers the performance of duties of the school head, as specified in the legislation. Mandatory criteria being assessed include, among others, organising the school work in compliance with the law; planning and organising the work of the teaching council; collaborating with the other school governing bodies; ensuring compliance and keeping records of teaching process and student progress; ensuring student safety; exercising pedagogical supervision (for teaching head); implementing measures improving the quality of the school’s performance; organising psychological and educational support for students; creating conditions for the respect of student rights; taking measures to support the development of students; and supporting the professional development of teachers. The two bodies use scores to assess the extent to which the head’s performance meets the criteria.
4.3. Teacher assessment by school leaders
The assessment and evaluation of teaching staff performance (teacher appraisal) is explicitly listed as one of the duties of the school head. Teacher appraisal by school heads is regulated by the 1982 Teachers’ Charter (as subsequently amended), 2017 Regulation of the Minister of National Education on pedagogical supervision (with amendments), and 2022 Regulation of the Minister of Education and Science on the teacher performance appraisal.
During the appraisal, the school head consults the parents’ council, which submits their written opinions within a given timeframe specified in legislation. The school head gives a performance score to teachers based on specific criteria. School heads take findings from performance appraisals into consideration in the development of annual pedagogical supervision plans which cover internal inspections and support, including teacher in-service training or professional development.
This profile was reviewed by Malgorzata Skorka, Counsellor to the Minister of Education and Upbringing in Poland; and Joanna Madalińska-Michalak (University of Warsaw).
