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 education ministries. The survey, undertaken between June 24th and July 31st, 2025, reveals approximately 1,300 unfilled headship posts nationwide, equating to roughly one in twenty schools lacking a permanent leader.
Data indicates that of the total 25,758 school leadership positions, 1,270 remain vacant, representing a vacancy rate of nearly five percent. The Hamburg education authority did not provide figures due to ongoing data collection scheduled for September.
North Rhine-Westphalia (NRW) experiences the greatest number of vacancies, with 387 unfilled posts. Given NRW’s 4,460 schools – the highest number among the states – the state also exhibits the highest proportional deficit, with 8.7 percent of leadership positions remaining unfulfilled. Thuringia mirrors this with a slightly higher rate of 8.8 percent.
Bremen recorded the fewest vacancies, with just seven of 155 positions open. Saarland follows with 15 of 332 positions unfilled. Bavaria exhibits the lowest proportional shortage, with only 42 of approximately 4,350 positions vacant – just one percent.
Education ministries emphasized that the figures represent a snapshot in time and that the process of filling leadership positions is continuous, requiring multiple procedural steps. They also clarified that no school currently lacks leadership. Interim leadership is maintained through appointed teachers, deputy headteachers, or leadership from neighboring institutions.
The ministry in Saxony-Anhalt underscored the importance of filling these leadership roles, noting the impact on student outcomes, staff morale and the overall school community. Effective school leadership is deemed critical to navigating challenges and ensuring long-term success.
The survey encompassed both general education schools (including primary, secondary and grammar schools) and vocational training institutions. Data collection methods varied slightly across states, with some ministries providing figures for public schools exclusively, while others included both public and private institutions.