Czechia: new national competence framework strengthens school leadership

Published by the Ministry of Education, Youth and Sports in May 2026, the ‘Competence Framework for School Principals’provides, for the first time, a shared national reference for effective school leadership. The framework applies to principals of schools at all levels and types, including around 1 010 VET schools. It explicitly identifies cooperation with employers, social partners and companies as an important leadership competence, particularly in vocational education. It was developed in collaboration with school principals, researchers and other education stakeholders and defines the knowledge, skills and attitudes expected of school leaders.

Together with the‘Competence Framework for Graduate Teachers’and the Czech School Inspectorate's Quality School criteria, the new framework contributes to a more coherent understanding of educational quality across the Czech education system. It also supports the implementation of key national strategy documents, including theStrategy 2030+ and the Long-term Plan for Education and the Development of the Education System for 2023–2027.

Shift towards pedagogical leadership

The framework reflects a growing recognition that school leadership is one of the key factors influencing educational quality and learner outcomes. While Czech principals have traditionally been responsible mainly for administrative and operational tasks, the new framework places greater emphasis on pedagogical leadership, reflective practice and continuous professional development.

Principals are expected not only to manage schools effectively but also to create conditions for high-quality teaching and learning, support continuous improvement and ensure that all learners have opportunities to succeed. By defining these expectations explicitly, the framework presents school leadership as a profession requiring educational, managerial and strategic competences and aims to strengthen the professionalisation of school leadership.

Four areas of competence

The framework covers four areas:

• creating a shared vision and school community
• pedagogical leadership
• leading and developing staff
• managing the school as an organisation

Together, these areas reflect an understanding of school leadership that goes beyond administration and emphasises the principal’s role in improving teaching and learning and supporting long-term school development.

Part of wider leadership reforms

The reform responds to increasing expectations placed on school leaders and to the recognition that effective leadership is essential for improving learning outcomes.

A major accompanying change is the revision of the mandatory qualification programme for aspiring principals. From 1 July 2026, the programme will expand from 100 to 250 hours and will be divided into two modules. The revised structure is designed not only to extend the programme but also to introduce a more competence-based approach to leadership preparation in areas such as pedagogical leadership, school improvement and staff development.

The framework will serve as a foundation for this new qualification pathway, providing clear expectations regarding the competences school leaders are expected to develop throughout their careers. It is also expected to underpin a wider support system for school leaders, including qualification programmes, mentoring, self-evaluation and recruitment.

Supporting quality improvement across the system

The framework provides a common language for discussing school leadership across the education system. It clarifies the knowledge, skills and attitudes associated with effective leadership and offers a shared reference point for all actors involved in school governance and development.

It is also intended as a practical tool to support school principals’ self-reflection, professional development planning and ongoing learning. It provides a structured basis for self-evaluation and for formative feedback from mentors, peer principals, representatives of school governing authorities and the Czech School Inspectorate. Rather than replacing or extending principals’ statutory responsibilities, it supports professional dialogue and formative appraisal.

Within recruitment, the competence framework serves as a recommended reference for school governing authorities to define the profile of the ideal candidate and to support a structured professional interview focusing on candidates’ strengths, areas for development and expectations.

The framework also complements the Czech School Inspectorate’s Quality School criteria by helping school leaders translate quality standards into everyday practice. Its long-term impact will depend on how consistently it is embedded in leadership preparation, mentoring, recruitment and the wider support system for school leaders.

Read more

• Ministry of Education, Youth and Sports of the Czech Republic. (May 2026). Competence framework for school principals [Kompetenční rámec ředitele a ředitelky školy]. Ministry of Education, Youth and Sports.