Teachers demand strong school leadership: Who takes responsibility?

Teachers demand strong school leadership: Who takes responsibility?

The lack of school management in Germany is increasingly becoming a problem for the education system. A current study presented in July 2025 shows that almost every second teacher (45.4%) sees little prospects for professional development. In a starkly contrasting result, participants in the qualification program “Primary school ahead – shaping.learning together” report that only 5.9% of them disagree with similar difficulties. The interim report, led by Marcus Pietsch, highlights the factors that motivate teachers to take on leadership responsibility. It also highlights the role of qualification programs, which are seen as key to addressing the management shortage.

The study was carried out together with the opinion research institute forsa and involved a representative survey of 932 teachers at general schools, including participants in the second year (2024) of the program mentioned. Prof. Pietsch emphasizes that early leadership experiences and self-efficacy are crucial factors in attracting more teachers to school management positions. Qualification programs such as the program supported by the Alfred Toepfer Foundation F.V.S., the Heraeus Education Foundation and the ZEIT STIFTUNG BUCERIUS play a central role in this development.

Leadership interest and development prospects

The central finding of the study shows that interest in leadership positions among teachers varies from region to region. Over a quarter of the teachers, specifically 27.7%, can imagine taking on the position of school director. The willingness to take on leadership responsibility is particularly high among teachers who take part in qualification programs. Committed and motivated teachers who have already gained positive leadership experience show a high willingness to take on responsibility and demand strong school management for the school of the future. This should be individually supportive, team-oriented and characterized by alternative forms of learning.

Individual surveys suggest that specific characteristics such as assertiveness, perseverance and networking skills are crucial for future school leaders. There is a clear connection between participation in pre-employment qualifications and a significantly increased interest in management positions. Teachers who participate in such programs see significantly better professional development prospects.

Outlook and future developments

The study, which is also designed as a longitudinal study, makes it possible to track changes in professional development and the assumption of leadership responsibility over several years. The initial findings indicate that targeted support not only strengthens the motivation of teachers, but also significantly improves their chances of promotion. The final report of the comprehensive study is expected in 2027, with the results so far being promising but only the beginning of a long road.

In summary, the “Primary School Ahead” initiative is a promising approach to addressing the acute shortage of leaders in the education system. The findings to date provide a sound basis for future decisions in the qualification and promotion of managers in the education sector, which is of great importance for the further development of schools in Germany. Further information on this topic can be found in the detailed reports of the Leuphana University, educational click and up bildungsmanagement.net to find.