A total of 276 leaders and deputy leaders, including principals and vice-principals, working in early childhood education and care, basic education and general upper secondary education participated in the survey in spring 2026. The average response rate was 80%, indicating that the results can be considered reliable and representative.
The evaluation was commissioned by the municipalities of the Tampere City Region through Tampereen seudun Osake. The evaluation was carried out in collaboration with a research team from the Research Council of Finland-funded EDUCA Flagship, comprising researchers from the Universities of Jyväskylä and Helsinki and representatives of the Institute of Educational Leadership at the University of Jyväskylä.
The evaluation examined several areas of leadership competence. Respondents were asked to assess their own leadership competencies, identify the areas of leadership they considered most important and indicate where they saw the greatest need for further development. Open-ended questions also invited respondents to describe the challenges and changes affecting their work.
– The aim was to produce up-to-date and comprehensive information that can be used to plan regional development activities and leadership training programmes, as well as to support the municipalities' own development work, says Katariina Ratia, Service Manager at Tampereen seudun Osake.
The strongest areas of leadership competence identified in the survey were socio-emotional leadership, day-to-day administrative leadership and ethical leadership. Pedagogical leadership, building a collaborative organisational culture and distributed leadership were also rated as areas of strong competence.
Although leadership competencies were assessed as strong overall, the study also identified areas for development, with some variation between education sectors. Development needs were particularly evident in leading digital transformation, managing networks and finances, strategic human resource management and proactive crisis management.
The findings will help target leadership development activities towards areas relevant to each education sector and individual unit, including strategic decision-making, multidisciplinary collaboration and resource management. Respondents reported that changes in the operating environment, such as digitalisation and financial pressures, have made leadership increasingly demanding. These changes require new competencies and further training, and the evaluation provides guidance for identifying these needs.
– Leaders rated their competencies highest in leading people, learning and day-to-day operations, which are at the heart of their work. They identified development needs in areas that are also linked to changes and challenges recognised in national and international research, such as the use of artificial intelligence and supporting staff wellbeing at work. Some of the identified development needs also concern areas that are not particularly emphasised in teacher education, such as financial management, says Janni Alho, Postdoctoral Researcher at the University of Jyväskylä.
In their open-ended responses, leaders expressed a need for peer discussions and opportunities to share experiences, practical training, support in making use of digital technologies, and greater clarity in leadership structures and the division of responsibilities.
According to Katariina Ratia, the evaluation provides a solid foundation for further developing educational leadership across the Tampere City Region.
– The findings will help us focus training and leadership development programmes on key themes, identify shared development needs across different levels of education and strengthen support for educational leaders in a changing operating environment, she summarises.
Developing leadership competencies has long been an ongoing priority in the Tampere City Region. Municipalities and regional partners already provide a range of leadership development programmes, peer networks, training opportunities and development projects to support leaders working in education.
The completed evaluation therefore does not mark the beginning of development work but provides clearer direction for existing efforts. The findings confirm previously identified strengths and help target future measures towards areas where leaders themselves recognise a need for additional support and professional development.
– In Tampere, leadership competencies in early childhood education and pre-primary education have been systematically strengthened through leadership training and development programmes, joint development processes and network-based collaboration that supports pedagogical leadership and the implementation of strategy. Leadership has also been developed by strengthening data-informed leadership practices, the leadership of an inclusive organisational culture, and the structures and practices for managing support provision. The aim is to ensure that children receive the support they need in a planned, equitable and effective manner, says Pia Kuisma, Development Manager for Early Childhood Education and Pre-primary Education at the City of Tampere.
Mika Seppänen, Director of Education at the City of Nokia, emphasises the importance of regional cooperation and joint leadership training in developing leadership competencies and professional expertise.
For several years, the City of Nokia has organised leadership development afternoons for its education services, bringing together professionals from different disciplines to discuss current leadership issues. According to Seppänen, the evaluation findings will also provide a valuable tool for further developing these sessions.
– The Tampere City Region has made considerable progress in modern network-based collaboration and knowledge sharing, which I believe is also reflected positively in the leadership competence assessment results. I believe the evaluation has helped identify key development needs, enabling us to plan even better and more relevant training in our municipalities to meet the demands of a rapidly changing and increasingly complex world, Seppänen says.
Tampereen seudun Osake is a joint service of the municipalities in the Tampere City Region, supporting early childhood education and care, pre-primary education, basic education, general upper secondary education and youth work. Osake strengthens staff competencies, promotes cooperation between municipalities and supports the development of high-quality education, guidance and youth services throughout the Tampere City Region. Osake is funded by the municipalities of Kangasala, Lempäälä, Nokia, Orivesi, Pirkkala, Tampere, Vesilahti and Ylöjärvi.
