Education Insights
School Management in Finland: How Autonomy Empowers Principals and Teachers
April 23, 2025
April 23, 2025
What If Schools Were Led by Trust Instead of Control?
Imagine a school where principals don't need to ask higher authorities for permission to hire a teacher, create a new class project, or shape the school culture. Imagine a teacher who can tailor lesson plans based on students’ interests, collaborate freely with colleagues, and never worry about being micromanaged.
This is not a dream, it’s the everyday reality of school management in Finland.
Finland has long been recognized for its forward-thinking education system. While many global headlines celebrate its student outcomes, what often goes unnoticed is how schools are led. In Finland, school management is built on trust, autonomy, and collaboration, giving both principals and teachers the freedom to make meaningful decisions.
In this article, we’ll explore how Finland’s school management model empowers educators and why it has become a global inspiration.
In Finland, the foundation of school management isn’t strict policies or rigid top-down control. It’s trust.
This trust is deeply embedded in Finnish society. Teachers are viewed as experts. Principals are not just administrators, they are leaders, mentors, and community builders. There is no culture of inspection or punitive oversight. Instead, Finnish educators are given the autonomy to lead with professionalism.
The National Core Curriculum provides a broad framework, but how schools implement it is largely up to them. This freedom reflects a deep belief: those closest to students, principals and teachers, are best equipped to make decisions.
A quote from the Finnish National Agency for Education sums it up perfectly:
“Autonomy creates responsibility. When educators are trusted, they act with care and professionalism.”
In many education systems around the world, school principals are often viewed as rule enforcers. Their days are filled with administrative duties, compliance tasks, and discipline management. But in Finland, the role of the principal goes far beyond that. Here, principals are seen as pedagogical leaders, mentors who guide the learning process, support teacher development, and shape a positive school culture. Their work is grounded in collaboration, professional trust, and shared goals.
Let’s explore some of the key areas where Finnish principals exercise autonomy and leadership:
One of the most significant areas of autonomy is staffing. In Finland, principals are trusted to hire their own teachers and support staff. This means they can assess the specific needs of their school, whether it’s introducing a new subject, strengthening language support, or diversifying teaching approaches, and recruit professionals accordingly. The ability to make hiring decisions allows principals to build cohesive teams that align with the school’s values, goals, and community context. This leads to stronger collaboration and a more unified approach to teaching and learning.
Unlike in centralized systems where financial decisions are made by distant administrators, Finnish principals manage their school’s budgets locally. They are given the responsibility, and the freedom, to allocate funds based on what their students and staff genuinely need. Whether it’s upgrading classroom technology, investing in teacher training, or supporting extracurricular programs, the principal can make real-time financial decisions that directly impact learning. This local control leads to more efficient use of resources and ensures that money is spent where it matters most.
While Finland follows a National Core Curriculum, it is not a rigid script. Instead, it offers flexible guidelines, and principals play an important role in interpreting these goals for their school. In collaboration with teachers, Finnish principals help adapt the curriculum to fit the needs of their students. This might include incorporating local culture, responding to current events, or emphasizing interdisciplinary learning. The ability to shape curriculum at the school level ensures that teaching remains relevant, engaging, and meaningful for every learner.
Perhaps the most defining aspect of principal leadership in Finland is their role as culture-builders. Principals are expected to create environments that are inclusive, collaborative, and respectful. They lead not by command, but through participation and shared decision-making. In many Finnish schools, principals have an open-door policy and engage regularly with students, staff, and parents. They encourage feedback, celebrate success, and work alongside teachers to foster a sense of belonging and purpose. This emphasis on school culture makes Finnish schools feel more like communities, where everyone is valued and heard.
In Finnish schools, teachers are not just implementers of top-down decisions, they are professionals with the freedom to lead. Their autonomy is not only a reflection of trust but also a powerful driver of quality education. Finnish teachers are deeply involved in shaping how learning happens, both inside and beyond the classroom. Here’s how their autonomy plays out in everyday practice:
Finnish teachers enjoy significant flexibility in how they deliver the National Core Curriculum. While the curriculum sets the general objectives and competencies students should achieve, teachers have the autonomy to decide how these goals are met. This means they can personalize lessons based on the age, background, interests, and abilities of their students. A math teacher, for instance, might integrate local environmental data into lessons to make them more relevant, while a language teacher could connect grammar topics to student-led projects. This level of curricular freedom ensures that learning remains engaging, meaningful, and adaptable to real-world contexts.
Unlike systems that rely heavily on standardized tests, Finland places trust in teachers to evaluate students in ways that reflect true learning. Teachers use a variety of assessment tools — from observations and portfolios to project work and self-assessments. This diversity allows them to capture not only what students know, but also how they think, communicate, and apply their knowledge. It also reduces pressure on students and creates space for reflection and dialogue. With this flexible approach, assessment becomes an integrated part of learning, rather than a high-stakes event.
Autonomy doesn’t mean isolation. In fact, collaboration is a cornerstone of professional life in Finnish schools. Teachers frequently work in teams to co-plan lessons, share feedback, and design interdisciplinary projects. These peer-led learning communities foster a culture of continuous improvement and shared ownership. Teachers also participate in school-wide development initiatives, contributing to everything from strategic planning to student well-being programs. This collective spirit strengthens the professional community and ensures that autonomy is exercised in alignment with shared goals.
One of the most distinctive strengths of Finnish school management is its commitment to shared leadership. In this system, principals, teachers, and sometimes even students play an active role in shaping how the school operates. Leadership is not concentrated at the top. Instead, it is distributed and democratic, built on mutual respect and open communication. Here are a few examples of how collaboration works in practice:
Teacher councils are central to the collaborative culture of Finnish schools. These groups consist of educators who come together to discuss curriculum development, school improvement goals, and student well-being initiatives. The councils operate as think tanks, where teachers share insights from their classrooms, brainstorm new ideas, and co-create practical solutions. Their input often influences broader school decisions, making their role not only consultative but also strategic. By involving teachers directly in these conversations, schools benefit from grassroots-level expertise that leads to more relevant and sustainable outcomes.
.png)
In many Finnish schools, leadership is shared through small teams composed of both teachers and the principal. These teams co-lead the school’s development, whether it's implementing a new teaching approach, evaluating the success of a school-wide program, or updating internal policies. The structure promotes horizontal collaboration rather than top-down management. This model empowers teachers to step into leadership roles while keeping principals closely connected to teaching and learning. It also helps schools remain agile and responsive to change, since leadership is distributed across multiple people rather than resting on a single individual.
The spirit of collaboration in Finnish schools extends beyond staff, it also includes students as active participants. In many schools, students have opportunities to take part in planning school events, providing feedback on teaching methods, or joining student councils that communicate directly with staff. This involvement cultivates a sense of ownership and belonging. When students feel heard and respected, they become more engaged in their education and more motivated to contribute to the school community. It’s a powerful way to teach democratic values, by living them.
In Finland, autonomy is not limited to classroom instruction or school leadership, it also deeply influences how teachers grow professionally. While some systems rely on top-down training requirements or standardized professional development days, Finland takes a different approach: teachers are trusted to guide their own learning. Finnish educators are expected to keep learning throughout their careers, not because someone demands it, but because continuous improvement is seen as a natural part of being a professional.
Teachers in Finland have the freedom to decide what kind of professional development is most relevant to their teaching context. This might involve deepening their understanding of a specific subject area, exploring new methods of student assessment, or learning how to support multilingual learners. The focus is always practical and meaningful, connected directly to daily classroom challenges and opportunities.
While individual autonomy is respected, learning is rarely done in isolation. Schools regularly organize collaborative learning sessions where teachers work together on shared goals. These might include:
This collaborative structure reinforces a culture of shared responsibility and collective expertise, where everyone contributes to and benefits from professional learning.
Perhaps most importantly, professional development in Finland is contextual. Rather than following abstract, one-size-fits-all workshops, teachers are encouraged to learn through the real issues they encounter in their own classrooms. For instance, if a teacher notices a drop in student engagement, they might work with colleagues to explore new instructional strategies or consult research to develop a targeted solution. This type of learning is immediate, relevant, and effective, because it’s directly tied to the work teachers are already doing.
The result of this autonomy is a culture of intrinsic motivation. Finnish educators don’t wait to be told what they need to learn, they actively seek it out. Professional growth becomes a habit, not a mandate. And because teachers feel trusted, supported, and empowered, they are more likely to take initiative, try new ideas, and reflect critically on their own practice.
So, what really happens when schools are built on trust and educators are empowered to lead?
Finland’s education system provides compelling answers. The autonomy given to principals and teachers isn’t just a philosophy, it translates into real-world results that are both measurable and deeply human.
Finland consistently ranks among the highest in teacher satisfaction and retention. Teachers feel valued and heard, not only for their instructional skills but also for their contributions to school life and development. When educators are trusted as professionals, they experience a stronger sense of ownership and purpose. This leads to greater job satisfaction and long-term commitment to the profession. In Finland, it’s not uncommon for teachers to remain in their roles for decades, a sign of stability that many countries aspire to achieve.
Burnout among teachers is a growing concern worldwide, often caused by excessive bureaucracy, pressure from standardized testing, and a lack of professional autonomy. Finland’s approach reduces these stressors. By allowing teachers to manage their time, shape their teaching, and collaborate with colleagues, work becomes more meaningful and manageable. Teachers are less likely to feel overwhelmed and more likely to stay motivated. The Finnish work culture also respects work-life balance, ensuring that educators have the energy and space to grow both personally and professionally.
When teachers are free to design lessons based on their students’ needs, the learning experience becomes more relevant and dynamic. Finnish students benefit from project-based learning, interdisciplinary themes, outdoor education, and personalized approaches that reflect their interests. This fosters higher levels of engagement, curiosity, and motivation. Instead of being passive recipients of information, students in Finnish schools are active participants in their own learning journey.
Autonomy doesn't just improve day-to-day teaching, it also drives innovation. Across Finland, schools are encouraged to experiment with new ideas, whether that means restructuring the school day, piloting new digital tools, or developing interdisciplinary courses that merge science, art, and history. Because principals and teachers don’t have to seek multiple layers of approval, they can quickly adapt and try fresh approaches that benefit their communities. This culture of innovation keeps the education system dynamic, future-ready, and responsive to change.
A 2023 survey by the Finnish Education Evaluation Centre revealed that:
“Over 85% of Finnish educators feel they have a strong say in school decisions, a key driver of their job satisfaction.”
This statistic highlights a deeper truth: when people feel heard, they become more committed. In Finnish schools, educators are not passive implementers of policy. They are active architects of their work environment, and this agency strengthens every layer of the system.
At Saunalahti School in Espoo, one of Finland’s most architecturally innovative and pedagogically progressive schools, the principal played a central role in shaping not only the staffing but also the very design of the school building. The open learning spaces, flexible walls, and integrated technology weren’t mandated from above — they were co-designed by educators and leaders who understood how students learn best. The principal worked closely with teachers to recruit staff who were comfortable with interdisciplinary teaching and project-based learning. As a result, the school became a dynamic space for collaboration and creativity, demonstrating how autonomy in leadership can directly impact both infrastructure and pedagogy.
In a primary school in Jyväskylä, a group of teachers wanted to enhance environmental awareness among students. Rather than waiting for approval from a central body, they initiated a school-wide sustainability project. They integrated themes like climate science, recycling, and biodiversity into various subjects, from math calculations involving energy use to art projects made from repurposed materials. Students even helped design a composting system for the school kitchen. This kind of innovation flourishes when teachers are trusted to take initiative, and it results in deeply engaged, purpose-driven learners.
At Oulun Normaalikoulu, a teacher training school affiliated with the University of Oulu, peer collaboration is a daily practice. New teachers are paired with experienced mentors not in a top-down, evaluative manner, but in a mutual exchange of ideas. One science teacher shared how, after noticing a lack of engagement during a physics unit, her mentor helped her redesign the lessons into a hands-on project where students built simple machines. The results were immediate: improved motivation, better understanding, and stronger teacher confidence. These kinds of moments are common in Finnish schools because professional development is built on shared reflection and real challenges.
In the city of Tampere, Kalevan Lukio, a general upper secondary school, has a vibrant student council that does more than plan social events. When the school considered changing the bell schedule to allow longer recess times for stress relief, student representatives were involved in gathering feedback, analyzing survey data, and presenting proposals to the school leadership. Their input was taken seriously, and the revised schedule was adopted. Not only did it improve student well-being, but it also taught students the value of civic participation. In Finland, such involvement is not symbolic, it’s part of daily school life.
Finland’s autonomy-driven model has ripple effects that reach beyond individual schools. For example, HundrED, a Finnish non-profit, showcases the most innovative educational practices from around the world. Many of the featured ideas originate from Finnish schools, precisely because autonomy allows those schools to experiment, iterate, and refine solutions. Whether it’s digital portfolios in Lapland or mindfulness projects in Turku, Finnish educators are constantly contributing new ideas to the global education conversation. Autonomy is not just a tool for internal improvement, it’s a platform for international inspiration.
Finland’s education system is not offered as a blueprint. It’s not something that can, or should be copied word for word. Instead, it offers something far more valuable: a mindset. One that starts with a simple but powerful belief, that trusting educators leads to better schools.
Every country has its own culture, policies, and challenges. Resources differ. Historical contexts shape what’s possible. Yet across these differences, there are shared hopes, for happier teachers, engaged students, and schools that foster not only academic success but also personal growth, community, and curiosity.
The Finnish model reminds us that top-down control is not the only way to ensure quality. In fact, too much centralization can sometimes lead to rigidity and burnout. What Finland shows is that giving educators the freedom to act, reflect, and lead, when paired with support and collaboration, creates the conditions for genuine excellence.
Imagine a School Where…
So, ask yourself: What could that school look like in your country? The answers will vary, and that’s okay. The goal isn’t to become Finland. It’s to become the best version of your own system, one that believes in its educators and invests in their capacity to lead.
.png)
Reading about Finland’s education system is one thing. Seeing it in action is another.
TechClass organizes immersive school visits to Finland, offering:
You’ll leave inspired - with practical ideas, fresh perspectives, and a new vision for school leadership.
.svg){kind=icon}
.svg){kind=icon}
