School principals’ perceptions of task clarity, job resources, job demands and support in Estonian municipal schools

Marcus Ehasoo; Eve Eisenschmidt

doi:10.12697/eha.2025.13.1.11

Authors

Marcus Ehasoo
Eve Eisenschmidt

DOI:

https://doi.org/10.12697/eha.2025.13.1.11

Keywords:

school principals, job demands, job resources, task clarity, school administrator support, local municipality

Abstract

Koolijuhtidel on keskne roll tagada õppekvaliteeti ja kooli igapäevast toimimist, kuid nende ülesannete täitmiseks on vaja piisavaid ressursse ja toetust. Eesti koolijuhtide autonoomia on Euroopa riikide seas üks suurimaid, kuid koolikorralduse eest vastutab ka kooli pidaja (omavalitsus, riik või eraõiguslik isik), mis nõuab mõlema osapoole koostööd. Selle uuringu eesmärk on selgitada välja, kuidas üldhariduskoolide juhid hindavad oma ülesannete selgust, töönõudmisi ja -ressursse ning kooli pidaja toetust oma tööle kohalike omavalitsuste koolides. Uuring põhineb kahel andmekogumil: juhtide heaolu-uuringu töönõudmiste ja -ressursside küsimustikul, millele vastas 88 munitsipaalkooli koolijuhti, ning ülesannete selguse ja kooli pidaja toetuse küsimustikul, millele vastas 60 koolijuhti. Tulemused näitavad, et kuigi koolijuhid tunnetavad oma vastutust ja on motiveeritud, vajavad nad sageli juhusliku ja ebaühtlase toetuse asemel süsteemset toetust. Samuti selgus, et kooli pidajate tugi keskendub pigem praktilistele küsimustele, jättes tähelepanuta koolijuhtide arengu ja õppetegevusega seotud arutelud. Uuringu tulemused näitavad, et tuleb rohkem tähelepanu pöörata koolijuhtide tööeesmärkide ja -ülesannete selgusele kooli pidajate ja koolijuhtide vahel ning luua toimiv tagasisidestamise ja arengu toetamise süsteem.

Summary

Downloads

Download data is not yet available.

References

Ahtiainen, R., Eisenschmidt, E., Heikonen, L., & Meristo, M. (2024). Leading schools during the COVID-19 school closures in Estonia and Finland. European Educational Research Journal, 23(2), 287–304. https://doi.org/10.1177/14749041221138989

Arus, H. (2023). Impact of open government data in decision making processes: The case of Estonian local governments [Master Thesis, Tallinn University of Technology]. https://digikogu.taltech.ee/et/Download/ab87f584-97b9-4fb1-8ee2-065f21d3b261/AvaandmetemjuotsustusprotsessideleEestikohali.pdf.

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115

Beausaert, S., Froehlich, D. E., Riley, P., & Gallant, A. (2023). What about school principals’ well-being? The role of social capital. Educational Management Administration & Leadership, 51(2), 405–421. https://doi.org/10.1177/1741143221991853

Berthelsen, H., Hakanen, J. J., & Westerlund, H. (2018). Copenhagen psychosocial questionnaire – A validation study using the job demand-resources model. PLOS ONE, 13(4), e0196450. https://doi.org/10.1371/journal.pone.0196450

Collie, R. J., Granziera, H., & Martin, A. J. (2020). School principals’ workplace well-being: A multination examination of the role of their job resources and job demands. Journal of Educational Administration, 58(4), 417–433. https://doi.org/10.1108/JEA-04-2019-0075

Demerouti, E., Nachreiner, F., & Schaufeli, W. (2001). The job demands–resources model of burnout. The Journal of Applied Psychology, 86, 499–512. https://doi.org/10.1037/0021-9010.86.3.499

Dicke, T., Marsh, H. W., Riley, P., Parker, P. D., Guo, J., & Horwood, M. (2018). Validating the Copenhagen psychosocial questionnaire (COPSOQ-II) using set-ESEM: Identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology, 9, 584. https://doi.org/10.3389/fpsyg.2018.00584

Eesti Vabariigi haridusseadus, RT I, 15.03.2022, 4 (2022). https://www.riigiteataja.ee/akt/115032022004.

Eisenschmidt, E., Ahtiainen, R., Kondratjev, B. S., & Sillavee, R. (2021). A study of Finnish and Estonian principals’ perceptions of strategies that foster teacher involvement in school development. International Journal of Leadership in Education, 1–24. https://doi.org/10.1080/13603124.2021.2000033

Eisenschmidt, E., Heidmets, M., Kasesalk, M., Kitsing, M., & Vanari, K. (2023). Aim high and work hard: Building a world-class education system in Estonia. National Center on Education and the Economy. https://www.educationestonia.org/wp-content/uploads/2023/12/AimHighEstoniaCaseStudy.pdf.

Elomaa, M. ( 2023). Educational leaders’ occupational well-being: "With cool head and warm heart". [Doctoral thesis, Jyväskylä University]. Jyväskylä: Jyväskylä University Printing House.

Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M.-K. (2023). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration & Leadership, 51(4), 868–888. https://doi.org/10.1177/17411432211010317

Federici, R., & Skaalvik, E. (2012). Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15. https://doi.org/10.1007/s11218-012-9183-5

Fernet, C., Austin, S., & Vallerand, R. J. (2012). The effects of work motivation on employee exhaustion and commitment: An extension of the JD-R model. Work & Stress, 26(3), 213–229. https://doi.org/10.1080/02678373.2012.713202

Haridus- ja noorteamet. (2023). Alustavate koolijuhtide arenguprogramm. https://harno.ee/sites/default/files/documents/2022-05/alustavate_koolijuhtide_arenguprogrammi_kontseptsioon_2022-2023.pdf.

Haridus- ja Teadusministeerium. (2020). Ülevaade haridussüsteemi välishindamisest 2019/2020. Õppeaastal. https://haka.ee/wp-content/uploads/ulevaade_haridussusteemi_valishindamisest_2019-2020_oa.pdf.

Hatzopoulos, P., Kollias, A., & Kikis-Papadakis, K. (2015). School leadership for equity and learning and the question of school autonomy. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 3(1), 50–64. https://doi.org/10.12697/eha.2015.3.1.03

Kantar Emor. (2024). Haridusjuhtide toetamise uuring. https://heategu.ee/wp-content/uploads/2024/03/Haridusjuhtide-toetamise-uuring-03.2024.pdf.

Kellogg, D. (2017). Factors that build and sustain a relationship of trust between school district superintendents and principals [Doctoral dissertation, Brandman University]. Digital Commons @ UMass Global. https://digitalcommons.umassglobal.edu/edd_dissertations/106.

Kohaliku omavalitsuse korralduse seadus, RT I, 30.06.2023, 28 (2023). https://www.riigiteataja.ee/akt/130062023028.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Leithwood, K., Sun, J., & Pollock, K. (Toim). (2017). How school leaders contribute to student success: the four paths framework. Springer International Publishing. https://doi.org/10.1007/978-3-319-50980-8

Lukk, M., Sammul, M., Tamm, A., Leijen, Ä., Adov, L., Aksen, M., & Themas, A. (2016). Kontseptsioon ja mõõtevahendid hindamaks rahulolu üld-, kutse- ja kõrgharidusega ning täiendõppe võimalustega. https://skytte.ut.ee/sites/default/files/2022-08/hariduse_rahulolu_aruanne1.pdf

Mahfouz, J. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, 48(3), 440–458. https://doi.org/10.1177/1741143218817562

Marsh, H. W., Dicke, T., Riley, P., Parker, P. D., Guo, J., Basarkod, G., & Martin, A. J. (2023). School principals’ mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. Applied Psychology: Health and Well-Being, 15(3), 999–1027. https://doi.org/10.1111/aphw.12423

Maxwell, A., & Riley, P. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484–502. https://doi.org/10.1177/1741143215607878

McGregor, A., Magee, C. A., Caputi, P., & Iverson, D. (2016). A job demands-resources approach to presenteeism. Career Development International, 21(4), 402–418. https://doi.org/10.1108/CDI-01-2016-0002

Nettles, S. M., & Herrington, C. (2007). Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724–736. https://doi.org/10.1080/01619560701603239

OECD. (2014). TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing. https://doi.org/10.1787/9789264196261-en

OECD. (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en

Paulsen, J. M., & Hjertø, K. B. (2019). Strengthening school principals’ professional development through effective school ownership in Norwegian municipalities. International Journal of Educational Management, 33(5), 939–953. https://doi.org/10.1108/IJEM-08-2017-0221

Pejtersen, J. H., Kristensen, T. S., Borg, V., & Bjorner, J. B. (2010). The second version of the Copenhagen psychosocial questionnaire. Scandinavian Journal of Public Health, 38(3), 8–24. https://doi.org/10.1177/1403494809349858

Poom-Valickis, K., Eisenschmidt, E., & Leppiman, A. (2022). Creating and developing a collaborative and learning-centred school culture: Views of Estonian school leaders. Center for Educational Policy Studies Journal, 12(2), 217–237. https://doi.org/10.26529/cepsj.1029

Põhikooli- ja gümnaasiumiseadus, RT I, 11.03.2023, 76 (2023). https://www.riigiteataja.ee/akt/111032023076.

Pöysä, S., Jõgi, A.-L., Tammets, K., Eisenschmidt, E., Pakarinen, E., & Lerkkanen, M.-K. (2023). Teachers’ occupational stress and perceived support in Finland and Estonia during the COVID-19 lockdown. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1156516

Riigikontroll. (2020). Hariduse tugiteenuste kättesaadavuse audit. https://www.riigikontroll.ee/Riigikontrollipublikatsioonid/Auditiaruanded/tabid/206/Audit/2516/AuditId/462/language/et-EE/Default.aspx

Riigikontroll. (2022). Gümnaasiumivõrgu kujundamise kontrolliaruanne.

Riley, P. (2013). The Australian principal health & wellbeing survey 2011 data final report. Monash University. https://www.researchgate.net/publication/263654683_THE_AUSTRALIAN_PRINCIPAL_HEALTH_WELLBEING_SURVEY_2011_DATA_FINAL_REPORT.

Riley, P., See, S.-M., Marsh, H., & Dicke, T. (2021). The Australian principal occupational health, safety and wellbeing survey (IPPE report). Institute for Positive Psychology and Education, Australian Catholic University.

Salvioni, D. M., & Cassano, R. (2017). School governance, accountability and performance management. International Journal of Financial Research, 8(2), 176. https://doi.org/10.5430/ijfr.v8n2p176

Santiago, P., Levitas, A., Radó, P., & Shewbridge, C. (2016). OECD reviews of school resources: Estonia 2016. OECD Publishing. https://doi.org/10.1787/9789264251731-en

Santiago, P., Levitas, A., Rado, P., & Shewbridge, C. (2018). Hinnang ja soovitused. In OECD reviews of school resources: Estonia 2016, 1–14. OECD Publishing. https://www.oecd-ilibrary.org/docserver/knb2i9-et.pdf.

Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. Bridging occupational, organizational and public health: A transdisciplinary approach, 43–68. Springer Netherlands. https://doi.org/10.1007/978-94-007-5640-3_4

Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716

Tamkivi, K., & Eisenschmidt, E. (2023). What matters in leadership practices among Estonian upper secondary school principals? Education Sciences, 13(9), Article 9. https://doi.org/10.3390/educsci13090925

Tirri, K., Eisenschmidt, E., Poom-Valickis, K., & Kuusisto, E. (2021). Current challenges in school leadership in Estonia and Finland: A multiple-case study among exemplary principals. Education Research International, 2021, Article 8855927. https://doi.org/10.1155/2021/8855927

Vanari, K., & Eisenschmidt, E. (2022). Missions, visions, and goals for school improvement – A typology of Estonian schools. Leadership and Policy in Schools, 23(2), 1–18. https://doi.org/10.1080/15700763.2022.2160360

Vanari, K., Eisenschmidt, E., Urb, M, & Siemann, P.-L. (2021). Sisehindamine kui tõenduspõhine kooliarendus. https://www.hm.ee/sites/default/files/documents/2022-07/sisehindamise_juhend_loplik_2021.pdf.

Õiguskantsleri büroo. (2023a). Õppe korraldamine koolis. https://www.oiguskantsler.ee/sites/default/files/2024-11/%C3%95ppe%20korraldamine%20koolis.pdf.

Õiguskantsleri büroo. (2023b). Õppetöö korraldamine. https://www.oiguskantsler.ee/sites/default/files/2024-11/%C3%95ppet%C3%B6%C3%B6%20korraldamine.pdf.

Õiguskantsleri büroo. (2024a). Erivajadusega lapse toetamine koolis. https://www.oiguskantsler.ee/sites/default/files/2024-11/Erivajadusega%20lapse%20toetamine%20koolis.pdf.

Õiguskantsleri büroo. (2024b). Hinne tunnist puudumise eest. https://www.oiguskantsler.ee/sites/default/files/2024-11/Hinne%20tunnist%20puudumise%20eest.pdf.

Õiguskantsleri büroo. (2024c). Õpilaste koolimajast lahkumise kord. https://www.oiguskantsler.ee/sites/default/files/2024-12/Opilaste%20koolimajast%20lahkumise%20kord_3.pdf.