Schools on Indian reservations such as mine are asking a simple request and that is autonomy so that we can develop and we can tailor Indian education and design it as to the unique needs of our communities. – Ryan Chee, Principal of a school in an Indian reserve, USA. Autonomy can unlock leaders’ potential. […] The post School leaders can’t lead if they are not trusted to make decisions appeared first on World Education Blog.
Schools on Indian reservations such as mine are asking a simple request and that is autonomy so that we can develop and we can tailor Indian education and design it as to the unique needs of our communities. – Ryan Chee, Principal of a school in an Indian reserve, USA.
Autonomy can unlock leaders’ potential. Top-performing education systems tend to grant greater autonomy to principals over decisions on human and financial resources. But in richer countries, less than half of principals are responsible for course content or teacher salary levels. And almost 40% of countries do not recognize higher education institutions’ autonomy by law.
What then for decision-making? This blog explores why trusting school leaders is a key recommendation from the 2024/5 GEM Report, Lead for Learning.
There is no leadership without opportunities to make decisions. Autonomy can lead to better education outcomes, but only when it is paired with adequate resources. A school principal’s ability to lead effectively depends on how much authority they wield: more autonomy sparks innovation and allows schools to adapt to their specific needs; less stifles it and can hinder progress.
The 2018 TALIS survey showed wide variation in autonomy worldwide. Principals had significant decision-making power over admissions (73%), discipline (70%), and staff hiring (69%). But barely 4 in 10 could select learning materials (44%), determine course content (37%), or teacher salaries (28%).
Efforts to expand autonomy in low- and middle-income countries have seen mixed results. Bhutan’s 2014 Central School initiative boosted autonomy and exam scores within four years. In Kazakhstan, reforms such as capitation grants left principals still feeling constrained.
In high-income countries, the gains are clearer. For instance, Chicago’s 2016 Independent School Principal programme, freed successful leaders from network oversight, and raised mathematics and English pass rates by 4%, demonstrating the potential of targeted autonomy when combined with accountability.
Autonomy however also requires support. Principals in high-autonomy systems, such as those in England under recent reforms, often face significant stress due to heavy accountability demands. These pressures can lead to burnout and limit their ability to focus on broader educational goals. A study of PISA data from 40 education systems revealed that higher accountability correlates with increased stress among principals, with a ripple effect on teachers. Therefore, for autonomy to drive improvements school leaders need the decision-making power and the support to manage their expanded responsibilities effectively.
Governments must set the stage for school principals to improve education. Increased decision-making power must be matched with resources, training, and support so principals can lead effectively and sustainably.
The post School leaders can’t lead if they are not trusted to make decisions appeared first on World Education Blog.
