Estonian Teachers Consider Strike Action Despite Salary Increase
From January 1st, estonia will see a minimum teacher’s salary rise by 8.2% to 1970 euros, up from teh current 1820 euros. An additional 2% will be added through a differentiation fund, factoring in teacher workload, experience, and qualifications. The government has allocated approximately 60 million euros for this increase, but educators and school administrators believe further advancement is necessary.
Katri Siykki, director of Tallinn 53rd School, argues that teacher salaries should at least match the national average. Currently, they fall short, forcing many teachers to take on additional part-time work, including classroom management and extensive grading, often working late into the night.
Ekaterina Yanninen, an Estonian language teacher, manages a full workload without extra jobs but expresses concern for younger teachers with families. “This is not enough,” she states, highlighting the financial strain on those with dependents.
Education Minister Kristina Kallas acknowledges the additional burden on teachers and admits that sustained high workloads are unsustainable. While teachers receive extra pay for increased responsibilities, she recognizes the need for workload reduction in the future.
The Estonian Education Workers’ Union notes that teacher salaries have not only failed to reach the national average but have begun to lag behind. They initially requested a 20% increase but settled for 10% in negotiations with the Ministry. While appreciating the step forward, they deem it insufficient.
Christian Cretenste,a communications specialist for the Union,explains the goal is to equate the salary of a master’s-level pedagogue with the median salary of specialists with higher education in Estonia,ensuring the profession remains stable and competitive. yanninen suggests a salary of 2500 euros woudl be “normal,” alleviating financial anxieties and allowing teachers to afford family expenses and leisure activities.
Dissatisfaction with the current increase has led the Union to consider strike action, perhaps before the October 19th municipal elections. Kristina Kreuenstrom states they are gauging teacher readiness for a strike, with option forms of protest, such as meetings and rallies, also being considered.
minister Kallas emphasizes the difficulty of budget negotiations, initially proposing a 3% increase based on the elimination of a tax hump and cancellation of an income tax increase. She anticipates further financial benefits for teachers next year, estimating an additional 3,000 euros – effectively a 13th salary – due to reduced income tax, combined with the existing 10% salary increase.
By 2027, the average teacher’s salary is projected to reach 2,250 euros.
Educational Pathways After Ninth Grade in Estonia: Disparities by Language and Gender
Recent data reveals significant trends in educational choices and completion rates among Estonian students after completing ninth grade, with notable differences based on native language and gender. The data, published by ERR (Estonian Public Broadcasting) on September 28, 2025, highlights disparities in progression through secondary education.
Initial Continuation Rates:
A high percentage of students initially choose to continue their studies after ninth grade.97% of Estonian-speaking students and 94% of Russian-speaking students opt to pursue further education. Though, these numbers decline over time. Three years after the initial decision,91% of Estonian students and 86% of their Russian-speaking peers are still engaged in studies.
secondary Education Completion:
Ultimately, only 82% of students complete secondary education. This completion rate differs between language groups, with 84% of Estonian-speaking youth and 78% of Russian-speaking youth achieving this milestone. A gender gap also exists, with 86% of girls completing secondary education compared to 79% of boys.
Educational Pathways Chosen:
The majority of students (71%) choose to continue their education in a gümnaasium (gymnasium, a type of secondary school focused on university preparation).A further 25% attend vocational schools (kutsekool) leading to a diploma of secondary education, 1% undertake vocational training without a certificate, and 3% discontinue their studies altogether.
language-Based Differences in Pathway Selection:
Significant differences emerge when analyzing the choices made by students based on their native language. Among Estonian-speaking ninth-grade graduates,74% opt for a gymnasium,while 22% choose vocational education. In contrast, only 63% of Russian-speaking graduates choose a gymnasium, with a higher proportion (32%) selecting vocational education.
Gender Differences in Pathway Selection:
Gender also plays a crucial role in educational choices. A considerable 82% of girls choose to attend a gymnasium, while only 15% opt for vocational training. Among boys, the split is more even, with 61% going to a gymnasium and 35% choosing vocational training.
These statistics point to potential systemic issues requiring further investigation to ensure equitable access to and completion of secondary education for all students in Estonia, irrespective of their native language or gender.