The aim of every education reform should be the success of pupils according to their talents and abilities. So, overall is it ethical to raise questions about term limits for School Directors?

Mykolas Romeris University (MRU) Lifelong Learning Laboratory Head Assoc. Prof. Jolanta Urbanovič raises these issues in a Jan. 19th, 2015, article published by the online portal 15min.lt

She asks whether introducing term limits for School Directors would influence pupils' learning.

Research shows that the Head of a School - his abilities, experience and especially leadership competencies, are the main conditions for a School's success.

Perhaps that is why there is much discussion in the education community about selection and evaluation criteria of School Directors and terms of office.

It is hard to predict what turn this discussion will take in the future. So far the Directors themselves do not seem to approve of limits on terms of office.

This position is also supported by Associations of School Directors. Therefore, it is not likely that there will be quick changes anytime soon.

As has been noted, the role of interest groups, professional associations, is rather important.

Our research has shown that there is no clear correlation regarding the success of a school, achievement levels of pupils and the length or term of office of the Director or age.

Perhaps, the most active Director, our research showed, was one that had more than 30 years of experience heading a School.

We met with many different School Heads, while conducting our research. Some were young, enthusiastic and open to innovation, but with less experience. Others were elderly with more solid experience, but were more careful in dealing with change, transformations.

It can be stated, without a doubt, that it is the personal qualities of a School's Director that largely determine the quality of a School's activities and not age or years on the job.

A School headed by an energetic, creative, dedicated and competent individual will move forward regardless of whether term limits have been imposed or not. Such a Director will always be generating ideas, and be full of enthusiasm to expand School activities and deepen professional skills and knowledge. If the Director starts to feel run down, he will not be afraid to resign as School Head and to look for new areas of activity.

The School community also has a good eye for results and should be given input when a new Director is being appointed.

On the other hand, schools sometimes face problems when the individual assuming the director's post is incompetent, passive and avoids changes, but who is good at properly adapting himself and implementing needed formal requirements. It's almost impossible to fire such an individual.

Term limits would encourage School Heads to be on the mark and continuously improving their professional qualifications, competencies and would overall strengthen the community.

Opponents of term limits also have their arguments. As research shows, changing School Heads and problems of change occur due to the complicated work conditions of such individuals and their heavy workloads. And the salary differs little from the average teacher on staff.

That is why a good manager or a good educator will often think twice before applying for this type of position. Career possibilities are limited, responsibility is huge, the job functions are expanded and ever-changing and there are high requirements for professional life as well as constant stress at work.

It is increasingly difficult to find talented candidates to fill the ranks of School Heads, the experience from abroad indicates (difficulties experienced by 15 of 22 EU countries). The number of candidates applying for such positions is continuously falling.

There is a shortage of such talented individuals in villages or in not very attractive areas of the country. Introduction of fixed-term job contracts will likely diminish the pool of competent candidates wanting to assume the post of School Head.

Abroad there is a variety of different practices. In many European countries (Austria, Belgium, Ireland, Holland, Hungary, Germany, France, Portugal, Slovenia and Spain), School Heads have the status of a civil servant. The requirements for individuals to such positions are the same as those for civil (public) servants. However, it must be noted that the civil service definition differs in various countries.

More and more schools are hiring employees according to job contracts (U.K., New Zealand, Norway, Scotland). In other countries (Finland, Denmark, Sweden) School Heads can be employed as civil servants and in line with job contracts. Recently, there were term limits introduced in the Czech Republic.

The term of office in European countries also differs. For example in Portugal the School Head is elected for 3 years, in Spain for 4 years and in Slovenia for a 5-year term.

Candidates for a School Director's post must be managed in a systematic fashion beginning with the requirements for candidates. Is it a must for candidates to have a teacher's qualification? What about having experience teaching in the classroom? What kind of experience should such an individual have?

Thus weighing all these matters, it will depend whether the new Head of School will begin working immediately or will be learning to lead on the job. In addition, it is also important to take into consideration what responsibility the School community should have in this matter.

Research shows that our School communities are still not active enough so that they would be given a deciding voice in the matter. However, seeking a larger role for the community it is important to slowly raise the level of their responsibilities. That would help them to practically take part in implementation of democratic school management principles.

Therefore it is really hard to determine where to cap the discussion on term limits for school directors, but it is still necessary to do so.