Estonia Leadership Insights: The role of women in educational leadership

Thoughts from Claire Al-Hussaini, Leader of Safeguarding and SEND at Djanogly Learning Trust.

The role of women in school senior leadership positions in England reflects broader societal attitudes towards gender equality. It was of interest to see if this was reflected within the Estonian education system that has a even higher number of female teachers and if there was a similar disparity to England.  

In England, the role of women in senior leadership positions within schools has been increasing, although challenges remain. Teaching in England has long been a female-dominated profession, particularly at primary school levels. According to UK government data, women make up over 75% of the teaching workforce. However, the proportion of women in senior leadership positions, such as headteachers or principals, has traditionally been lower compared to their overall presence in the profession. As of the last decade, around 66% of primary school headteachers and 38% of secondary school headteachers are women. The disparity between primary and secondary education highlights a continuing gap in gender representation at the top levels of the latter. In Estonia, the educational system is characterised by a high level of gender equality, and women have a strong presence in senior leadership roles. Estonia has a relatively high proportion of women in senior leadership positions within schools. Similar to England, women dominate the teaching workforce, with around 90% of teachers being female. In leadership roles, such as school principals, women are well-represented, with around 60-70% of headteachers in Estonia being women. I was interested in looking at this within a context of schools and roles. 

Observations

Observing several different school contexts with a number of leaders was of interest to look at the role of women within the Estonian system. All but one Principals were women in cross phase contexts.  Those that stood out the most were two strong and dynamic Principals. As autonomy is high, the role of the head is of even more importance, responsibility for all aspects of school life sits with them. Both had a clear vision of their role and the impact that they could have. They described individual accountability systems that they had developed in order to promote the outcomes of the children in their “schoolhouse”. Both were clear in their passion for supporting their children and worked hard to take their teachers with them. They were clear about the own individual accountability systems that they had developed but also stressed the importance of supporting staff and children as “humans first”. They were strong in their individuality in both approaches and personality. They seemed to be formidable women who were passionate and systematic in their approaches that was driven by their own understanding of pedagogy and leadership styles 

Women in England face challenges such as the “glass ceiling” and barriers related to work-life balance, including the impact of maternity leave and childcare responsibilities. These factors can delay career progression or make it more difficult for women to attain leadership roles especially in secondary schools, where leadership roles are more often male-dominated. Various initiatives have been launched in England to support female leadership, including leadership training programs and mentorship schemes that specifically aim to empower women to take on senior roles in schools. The observations in Estonia revealed that female leaders had independently developed support programs tailored to their staff’s needs. These included flexible start times and accessible CPD opportunities, which were highly valued and utilised by the women observed, who were eager to advance professionally. Several schools also adopted a family-first approach, as evidenced by the presence of young children with staff, highlighting a work culture that accommodates personal needs. This flexibility extended to making roles attractive for hard-to-replace staff, with expectations adjusted based on individual needs. For instance, a significant portion of the workforce consisted of women over 50, who were not pressured to retire, unlike in the English system. Instead, they were celebrated for their experience and encouraged to continue teaching. One principal even brought her dog to work, not as a therapy animal for children, but because she worked long hours and needed to care for him during the day. 

These observations are particularly relevant to my enquiry question because they illustrate an approach to staff wellbeing that emphasise flexibility, especially for women, in managing both career progression and external demands. The Estonian model shows how providing tailored support and accommodating personal circumstances can foster career longevity and enable women to focus on professional growth without compromising their personal responsibilities. This insight could inform strategies to enhance staff retention and development, particularly in contexts where external pressures on women are high. 

What this means in practice

Both countries see a higher representation of women in leadership roles in primary education, but Estonia has a notably higher proportion of women in leadership across all levels of schooling compared to England. Estonia’s broader societal commitment to gender equality has translated into a more balanced gender distribution in leadership positions. In contrast, while England has made significant strides, it still struggles with gender imbalances, particularly in secondary school leadership. In England, work-life balance and career breaks related to family responsibilities often hinder women’s progression to senior roles, whereas Estonia has a more supportive environment, with policies that promote gender equality in leadership roles. 

Practically next steps in looking at this in practice  would be to look at the number of women in leadership roles within our MAT, how many have children or would like a flexible working approach ? It would be interesting to look at views of staff around gender and opportunities that they feel are available to them, what do they see as barriers to progression or staying on in the education profession? Are there any support mechanisms we can put in place? Would these also be transferable to other underrepresented groups?  Do we work with support programs to encourage leadership roles for those currently struggling to be seen and supported?    

Doing things differently

Everyone plays a critical role in supporting and promoting women in senior leadership positions within all our schools. By addressing gender disparities and providing tailored support for women, it is important to foster a more inclusive environment for leadership progression.   

These could include increasing flexible working arrangements to accommodate family responsibilities, which are a significant barrier for women seeking leadership roles. This could include part-time leadership roles, job shares for headteacher positions, and remote working options for certain administrative tasks. Flexibility would allow women to balance work and family life without sacrificing career. It would be a worthwhile discussion with HR around our approach to this. 

It would be worthwhile to enquire around mentorship and sponsorship programs specifically targeted at women aspiring to leadership roles. Pairing experienced female leaders with emerging leaders would provide guidance, build confidence, and create pathways for promotion. We could look at perceptions of gender bias and attitude and offer specialised leadership pathways that prepare women for senior roles, particularly in secondary schools, where they remain underrepresented. 

It would be useful to audit and address any existing gender pay gaps within our schools. Ensuring pay equity is essential for fostering an inclusive leadership culture. Regular reviews of promotion processes and pay structures will help ensure that biases, whether conscious or unconscious, are minimised. 

These discussion points and other aspects of the study tour are to be shared with various members of the central team, these include the CEO, Trustees, HR and school leaders. This will hopefully inspire conversations around women within leadership roles and promote actions around increasing all underrepresented groups within our MAT. 

Conclusion

Each of us has a vital role in advancing gender equality and supporting women in leadership. It is essential to focus on dismantling barriers like work-life balance challenges, gender bias, and the underrepresentation of women in secondary school leadership. Observing the strong, dynamic leaders in Estonia, who were empowered to lead with autonomy and creativity, emphasised the importance of fostering individuality. This raises important questions about staff wellbeing in schools: should we align with the national narrative around teacher wellbeing and workload, or shift the focus to highlight education as a rewarding and progressive career? One that not only supports women through various stages of their lives but also fosters a societal shift in attitudes toward education and the teaching profession. 

To read other leadership blogs reflecting on our Estonia Study Tour, written by senior leaders from across our partner trusts, click here.