A significant shortfall in school leadership positions is impacting Germany’s education system, according to a recent survey conducted by the Redaktionsnetzwerk Deutschland (RND) and responses from the 16 state ministries of education. The survey, undertaken between June 24th and July 31st, 2025, revealed approximately 1,300 vacant headship positions across the country, meaning roughly one in twenty schools lacks a permanent principal.
Data compiled indicates 1,270 of a total of 25,758 headship roles remain unfilled, representing a vacancy rate of nearly five percent nationwide. Hamburg’s education authority did not provide figures, citing data collection not scheduled until September.
North Rhine-Westphalia (NRW) currently faces the most pronounced need, with 387 vacant positions. As the state with the highest number of schools (4,460), NRW also leads in percentage terms, with 8.7 percent of headship roles currently unfilled. Thuringia closely follows with 8.8 percent.
Bremen reports the fewest vacancies, only seven of 155 positions. Saarland has 15 vacancies out of 332. Bavaria exhibits the lowest percentage of unfilled roles, with just 42 vacancies of approximately 4,350, accounting for roughly one percent.
State education ministries emphasized that the numbers reflect a snapshot in time. They noted that the recruitment process for headship positions is ongoing and involves multiple procedural steps, each requiring considerable time.
While affirming that no school currently operates without leadership, several ministries clarified that arrangements are in place, including temporary assignments to teachers, deputy principals, or leadership from neighboring schools, to ensure operational continuity.
The Ministry of Education in Saxony-Anhalt underscored the critical importance of filling these leadership roles, highlighting the significant impact on students, teaching staff and the overall school community. The ministry stated that well-managed schools are better equipped to address challenges and achieve long-term success.
The survey encompassed both general education schools (including primary, secondary and grammar schools) and vocational training institutions. Reporting methodologies varied slightly among states, with some providing figures specifically for public schools, while others included institutions operated by both public and private entities.