Education Insights
Finnish Schools and Distributed Leadership: How Collaborative Management Improves Student Outcomes
May 7, 2025
May 7, 2025
For decades, Finland’s education system has been admired by educators, researchers, and policymakers around the globe. Known for its equity, creativity, and student-centered approach, Finland’s success isn’t built on rigid control or constant testing—but on trust, professionalism, and collaboration.
One of the most powerful, yet often overlooked, elements driving this success is distributed leadership.
Rather than placing all authority in the hands of the principal, Finnish schools foster leadership across staff teams, encouraging collaboration, shared decision-making, and mutual accountability. This inclusive model not only uplifts teachers—it directly benefits students.
In this article, we’ll explore what distributed leadership looks like in Finnish schools, why it works so well, and how it contributes to outstanding student outcomes. Whether you’re an educator, school leader, or policymaker, you’ll find inspiration—and perhaps a blueprint—for transforming your own learning environment.
Distributed leadership is an approach to managing schools where leadership responsibilities are shared among various members of the school community—rather than being concentrated in the hands of one individual, like the principal. It recognizes that leadership is not about position, but about contribution.
Instead of a strict chain of command, distributed leadership promotes a culture of collaboration. It values the ideas, expertise, and initiative of everyone—teachers, support staff, students, and even parents.
In many traditional school systems, leadership follows a top-down structure. The principal sets the agenda, and everyone else implements it. Decisions are made at the top and passed down for execution. While this may seem efficient on the surface, it can lead to disengagement, lack of ownership, and slow innovation.
By contrast, in a distributed leadership model:
Leadership, in this context, is fluid. Depending on the task or goal, different individuals may take the lead. The emphasis is on shared responsibility and mutual accountability.
Importantly, distributed leadership doesn’t mean there is no clear direction or that "everyone does everything." Quite the opposite. Effective distributed leadership depends on having a shared vision, open communication, and clearly defined roles—within a flexible, trusting environment. The principal still plays a critical role but as a facilitator, not a commander. Think of a school as a symphony orchestra.
The result? A more dynamic, harmonious, and responsive performance—where every member feels invested in the outcome.
Finland didn’t just stumble upon the idea of distributed leadership—it grew organically from the values that shape the country’s entire education philosophy. Trust, autonomy, and equity are not just abstract principles in Finland—they are built into every level of the school system.
Finnish education is not about strict rules or top-down mandates. It’s about creating environments where people are empowered to do their best work together. Distributed leadership fits this mindset perfectly, and here’s why:
One of the most distinctive features of Finland’s education system is its decentralized structure. While the Finnish National Agency for Education (EDUFI) provides national guidelines and a framework for curricula, schools are not micromanaged by the government. Instead, individual schools and local education providers have significant freedom to decide how to meet those guidelines.
This decentralization opens the door for shared leadership. Without layers of bureaucracy slowing things down, Finnish educators can respond quickly, adapt creatively, and lead meaningful improvements from the ground up.
In Finland, teaching is one of the most respected professions—on par with medicine or law. Becoming a teacher requires completing a Master’s degree, including extensive pedagogical training and research-based study.
But it’s not just about qualifications. Teachers are trusted as professionals who are capable of making informed, evidence-based decisions in the classroom.
This trust gives teachers the confidence and freedom to:
There is no culture of checking up on teachers through standardized testing or classroom surveillance. Instead, teachers are given the autonomy to innovate and collaborate.
In Finland, school principals are not selected just for their administrative skills—they are trained to be pedagogical leaders and facilitators of collaboration.
Leadership preparation programs focus on:
Rather than controlling teachers, Finnish principals are expected to:
For example, at a school in Tampere, the principal holds a weekly "open door leadership circle," where any teacher can propose an idea, raise an issue, or ask for support. One idea—creating mixed-grade student groups for peer mentoring—was proposed by a new teacher and later implemented across the school with impressive results.
Finnish principals see their role as enablers of teacher leadership. They build the structures and culture where shared leadership can thrive.
In Finland, distributed leadership is not just a concept written in policy documents—it’s alive in the daily life of schools. It’s in the conversations in staff rooms, in the way lesson plans are shaped, in how schools respond to challenges, and in how students feel seen and heard.
Let’s explore what this leadership style looks like in practice:
In a distributed leadership environment, decision-making is a shared activity, not a solo performance. Principals actively seek the input of teachers and staff when setting goals, planning improvements, or responding to new challenges.
This collaboration happens in structured ways—through staff meetings, working groups, pedagogical teams, and school development committees. Everyone is encouraged to contribute ideas, challenge assumptions, and help shape the school’s future.
For example, at a comprehensive school in Helsinki, each academic year begins with a “visioning week.” During this time, teachers across all grade levels come together to reflect on the past year, review student feedback, and define common goals for the coming term. From this shared process, the yearly school improvement plan is created—not by the principal alone, but as a co-authored document by the entire teaching team.
The result? Teachers feel ownership, and the school’s direction reflects collective wisdom.
In Finnish schools, teachers aren’t expected to wait for external consultants to tell them how to teach better. Instead, they lead professional development from within.
Teachers regularly take the lead in:
A great example of this is a group of lower-secondary science teachers in eastern Finland began experimenting with project-based learning (PBL) to increase student engagement. They developed a cross-disciplinary module on climate change, integrated it with geography and biology, and collected feedback from students throughout. The results showed improved participation and deeper understanding. Encouraged by this, the school adopted PBL school-wide, with the original teacher group mentoring their colleagues.
This kind of internal leadership encourages teachers to stay curious, take initiative, and continuously improve—together.
While Finnish schools work toward common goals, individual teachers have wide latitude to decide how to achieve them. No one checks their lesson plans. No one mandates how they must teach a certain topic. Instead, teachers are expected to use their professional judgment based on their students' needs.
This autonomy is not chaotic—it’s supported by shared school values, mutual trust, and regular dialogue between teachers.
The shared leadership model empowers teachers to lead from their classrooms—confident that their insights and decisions are respected.
In Finnish schools, distributed leadership doesn’t stop at the staff room door. Students and parents are also seen as valuable contributors to school life and improvement. Students are regularly involved in school councils, feedback sessions, and development projects. They help shape school rules, give input on teaching methods, and organize events. At a school in Jyväskylä, students were invited to redesign the school’s common areas, for instance. They collected input from peers, presented design proposals to staff, and collaborated with local architects. Their contributions led to a more student-friendly and functional space that they felt truly belonged to them. Moreover, parents are treated as partners, not passive observers. Schools maintain open communication, invite parents to learning events, and seek their perspectives in school planning processes. This approach strengthens community ties and enhances student support networks.
When leadership is shared, teachers are no longer seen as passive implementers of top-down decisions. Instead, they become active partners in shaping the direction of their schools. This shift gives teachers a powerful sense of ownership—what professionals often call “agency.” And when teachers feel trusted, valued, and involved, their motivation grows, their creativity flourishes, and their commitment deepens.
Let’s explore how distributed leadership directly benefits teachers in Finnish schools:
One of the strongest effects of distributed leadership is that teachers feel their voices truly matter. Instead of being told what to do, teachers help define what needs to be done—and how to do it. They are consulted during planning processes, involved in school improvement strategies, and often take the lead on new initiatives. This results in:
Teachers in Finland often describe their schools as “professional communities” rather than institutions. This sense of inclusion and respect translates into deeper commitment and long-term satisfaction.
Distributed leadership doesn’t just improve decision-making—it builds a culture where teachers learn together, grow together, and support each other. Collaboration is woven into the fabric of school life:
This creates an atmosphere of continuous learning, where professional development is not an occasional event but a daily practice.
When teachers are empowered and supported, they become more willing to experiment with new ideas.
Instead of sticking to the textbook or fearing failure, they:
This kind of innovation isn’t enforced—it emerges naturally in an environment where teachers have the freedom to take risks and the support to reflect and improve.
Distributed leadership doesn’t just support teachers—it transforms the learning experience for students.
When educators collaborate, share knowledge, and work as a unified team, students benefit from a consistent, responsive, and emotionally secure learning environment. They feel supported not just by one teacher, but by an entire school community working together for their success. Let’s explore the key ways students gain from this approach:
In schools with distributed leadership, students encounter a sense of continuity and cohesion across subjects and grade levels. Teachers are aligned in their values and communication, and they work together to solve challenges, which minimizes disruptions and conflicting expectations. When students move from one classroom to another, they don’t feel like they’re entering a new universe—they feel part of a shared culture that supports their learning. This consistency helps students:
According to the Finnish Education Evaluation Centre (FINEEC), schools with strong internal collaboration often report higher student well-being and social belonging—two key predictors of long-term academic success.
When teachers are empowered to innovate and lead, they bring fresh, engaging ideas to their classrooms. They have the freedom—and the encouragement—to try new teaching strategies, integrate real-world themes, and adjust their methods based on student feedback.
Imagine this scenario, for example. A group of teachers in a Finnish school decides to co-design an interdisciplinary project about sustainable cities. Instead of teaching geography, science, and civics separately, they guide students through a real-world challenge—designing an eco-friendly neighborhood for their town. Students interview local officials, research climate data, and present their designs in a community forum.
This kind of learning is not only more engaging—it’s also more memorable and meaningful.
And it’s made possible because teachers are trusted to lead, and supported by peers and school leaders who value innovation over uniformity.
One of the most powerful benefits of distributed leadership is how it enables early, coordinated support for students who are struggling—academically, socially, or emotionally. Because staff members collaborate closely and share observations regularly:
Many Finnish schools use multi-professional teams—including teachers, special educators, school nurses, and counselors—to monitor student well-being and coordinate support services.
“We see learning support as everyone’s job,” said a teacher from a school in Kuopio, in a case study published by EDUFI. “No one is left to handle problems alone.”
This collective effort ensures that students don’t fall through the cracks—and they don’t have to wait for a crisis before getting help.
Distributed leadership doesn’t thrive on structure alone—it requires a deep culture of trust.
In Finnish schools, trust is not just an abstract value—it’s a lived practice. Trust in teachers, trust among colleagues, trust in students, and trust in families. This trust makes open dialogue, shared responsibilities, and collaborative problem-solving possible. It allows people to take initiative without fear and builds a school environment where everyone feels they belong.
In Finnish schools, open and honest communication is part of everyday life. Staff meetings are not just formal reporting sessions—they are spaces for sharing ideas, expressing concerns, and making joint decisions. Principals encourage dialogue rather than dictate directives, and teachers are comfortable speaking up, even when views differ.
This culture of communication is rooted in what psychologists call “psychological safety”—a shared belief that it’s okay to take risks, admit mistakes, and challenge ideas without fear of judgment.
Students in Finnish schools are not passive recipients of education—they are active participants in shaping it. Schools regularly involve students in discussions about learning, school life, and even policy decisions.
This inclusion sends a powerful message: your voice matters here.
Suppose you think of a school where students are invited to help design a new learning module on global sustainability. They brainstorm project ideas with teachers, co-create the timeline, and help assess final presentations. In this scenario, learning becomes collaborative and empowering—and students see themselves as responsible contributors.
In such a culture, distributed leadership extends beyond adults. Students become agents of change within their own education.
In Finland, schools view parents as collaborators, not clients.
Parent involvement goes far beyond attending annual meetings or signing permission slips. Schools actively create opportunities for parents to engage in meaningful ways:
Parents are seen as an essential part of the school community, with perspectives that can enrich the school’s understanding of students’ needs.
At a school in Jyväskylä, a group of parents collaborated with teachers to organize a “Cultural Exchange Week,” where families shared customs, foods, and stories from their countries of origin. The event not only celebrated diversity but also built stronger connections between home and school. Many of the parent volunteers continued participating in regular school activities after the event.
In Finnish schools, the principal’s role is not to control—it is to guide, empower, and enable.
Rather than acting as top-down authorities, Finnish principals function as facilitators of collaboration. Their main job isn’t to make all the decisions but to create the conditions where decisions can be made collectively, thoughtfully, and effectively—by the entire school team. This leadership style reflects Finland’s broader educational values: trust, autonomy, and professional respect.
Finnish principals lead by creating space for others to lead. Their responsibilities go beyond managing schedules or budgets. They focus on shaping the school’s culture and supporting the professional community within it.
Here’s what that looks like in practice:
This mindset reflects the deep trust placed in staff and the belief that leadership should be distributed across all levels of the school.
While distributed leadership brings many benefits, it also requires intentional support. After all, sharing leadership is more complex than simply assigning tasks—it demands time, structure, and a strong professional culture.
Finnish schools recognize these challenges and have developed thoughtful systems to manage them. By embedding support into their daily routines and professional development strategies, they ensure that collaboration isn’t just encouraged—it’s sustainable. Here are some common challenges—and how Finnish schools address them:
One of the biggest barriers to distributed leadership in any education system is time. Teachers are busy. Principals are juggling multiple responsibilities. Without structured time to plan and reflect together, collaboration can easily fall by the wayside.
Finnish schools address this head-on by baking collaboration into the school schedule.
This protected time ensures that teachers aren’t expected to collaborate on top of everything else—they’re supported to do it as part of their job.
It’s easy to assume that distributed leadership means everyone does everything. But without clear structures, shared leadership can lead to confusion, duplication of effort, or even interpersonal tension.
Finnish schools balance freedom with focus by:
Imagine a middle school in central Finland where each teacher is part of at least one focus team—such as digital learning, student well-being, or subject integration. Each team has a rotating facilitator and a clear objective linked to the school’s broader development plan. This structure gives teachers space to lead, without losing direction.
Having clear but flexible frameworks makes it easier for everyone to contribute meaningfully—and know where their voice fits in.
Collaboration doesn’t come automatically. It requires skills in communication, conflict resolution, and team dynamics—especially when opinions differ or tensions arise.
In Finland, professional development is not just about teaching techniques. It also focuses on the human side of school life, helping staff grow into effective collaborators and co-leaders.
Common training areas include:
According to the Finnish National Agency for Education, some municipalities offer annual “leadership for all” workshops, where teachers and school staff (not just principals) are invited to build skills in educational leadership, team coordination, and school development planning. These programs reflect the belief that leadership is a shared responsibility—and therefore a shared competency.
You don’t need to speak Finnish—or even live in Finland—to embrace the spirit of distributed leadership. While Finland’s education system is shaped by its unique cultural and historical context, the core principles of shared leadership are universal. Whether you're a school principal in a large urban district or a teacher in a rural classroom, the lessons from Finland can help shape more inclusive, collaborative, and effective learning environments.
The key principles are transferable:
Trust Your Teachers: Treat teachers as professionals, not just implementers. Involve them in decisions about curriculum, teaching strategies, and school improvement. When teachers are trusted, they take ownership—and students benefit.
Encourage Collaboration: Make time for teamwork. Even simple steps like weekly planning sessions or peer observations can build a culture of shared learning. Collaborative spaces lead to stronger teaching and better outcomes.
Redefine Leadership: Train school leaders to coach and empower, not control. Focus on team-building, communication, and supporting teacher-led initiatives. When principals lead with trust, everyone rises.
Several countries are adapting Finland’s leadership model. In Canada and Australia, pilot schools using distributed leadership show improved teacher morale and student performance.
Many provinces in Canada have embraced distributed leadership models in pilot programs. In Ontario, for example, the Ministry of Education supports school improvement through “collaborative inquiry” teams. These teams—composed of teachers, principals, and sometimes students—work together to explore learning challenges and test solutions. Reports show higher teacher morale and improved student outcomes, especially in underperforming schools.
In Victoria, the Department of Education has introduced the Professional Practice model, which promotes teacher-led innovation and school-based decision-making. Schools that implement shared leadership structures—such as teacher-led learning teams or distributed leadership roles—have reported increased teacher engagement, clearer school vision alignment, and stronger student achievement over time.
Several schools in England, particularly in the academy system, have begun experimenting with distributed leadership by appointing lead teachers or learning coordinators for specific initiatives. These roles allow experienced teachers to lead school development without leaving the classroom, resulting in better alignment between leadership and classroom practice.
Distributed leadership in Finnish schools is not just an administrative model—it’s a mindset. It builds trust, empowers teachers, includes students, and ultimately enhances learning for all.
Reading about it is one thing—experiencing it is something else.
TechClass invites educators, school leaders, and education professionals to visit Finnish schools and see distributed leadership in action. Come and feel the trust, professionalism, and harmony that make Finland’s schools so successful.
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