In Hungary, the employment group of ‘public education employees’ comprises the following teachers: 

• early childhood educators and pre-primary teachers (at ISCED level 0),

• primary school teachers (at ISCED level 1),

• subject teachers in grades 5–8 (at ISCED levels 2-3), 

• subject teachers at higher ISCED levels. 

Their positions are governed by multiple levels of regulation. At the national level, the legal framework and basic rules are established by the Hungarian Parliament through legislation (2.3). The basic principles and essential employment conditions are regulated by additional laws and decrees as follows:

The basic principles and key elements of employment are set forth in central-level legislation (laws and decrees) as follows:

As of 1 January 2024, those working in public education institutions (include pre-schools, schools, halls of residence, specialised service providers and elementary arts education institutions (typically music and dance schools) - hereinafter: schools) operated by the state have the legal status of public education employee, regulated jointly by the Act of National Public Education (Act CXC of 2011 on National Public Education, hereinafter: the Public Education Act) – in the case of early childhood educators and pre-primary teachers, the Child Protection Act (Act XXXI of 1997 on the Protection of Children and on Guardianship Administration) –, and the Act on New Career Path for Teachers (Act LII of 2023 on the New Career Path for Teachers, hereinafter: Career Path Act). 

The implementing regulations for each level of education are established through a combination of laws, government decrees, and ministerial decrees. These regulations govern the rights and obligations of employees in the various types of schools at each educational level, including their special benefits, etc. The provisions apply equally to those employed in schools within the framework of a public education employment and those engaged in regular employment, as well as to their employers (2.4). 

As of 1 July 2020, teachers employed in vocational education are no longer subject to the laws governing public education employment; that is, they are no longer considered public education employees. They are designated by the Hungarian term ‘oktató’, uniformly applied to both of VET teachers and instructors, and their legal status is defined as employment. The key rules governing their employment are set forth in Act LXXX of 2019 on Vocational Education and Training.

As a general rule, the school head is appointed by the authority operating the school [Public Education Act, Sections 83(2)(f) and Section 68(2)]. Heads of state schools operated for a term of five years by the school district centre are appointed by the minister responsible for education.

Employer's rights with respect to the school heads are exercised by the district education centres. If the operating authority is a municipal government, the power to appoint and to exercise employer's rights over the school heads lies with the body of representatives. In the case of other, non-state schools (those operated by a registered church, foundation, or business entity), the power of appointment lies with the governing body or entity of the church, foundation, etc., which operates the school.  

The rules applicable to public education employees also apply to teachers employed at non-state-run schools. 

Teachers at state-run schools are employed by the school district centres. However, there are other state operators that employ smaller numbers of teachers. These include the training schools of state-run higher education institutions or schools operated by other ministries. The most numerous such institutions are pre-primary schools operated by local governments. The other main group includes vocational training centres falling under the auspices of the minister responsible for vocational and adult education. Established as of 1 July 2015 by a government decision, vocational training centres consolidate state-run vocational schools. 

The salaries of public education employees are determined by the Career Path Act and its implementing decree (details are provided in the section on salary below). 

Planning policy

Workforce planning is the responsibility of the operating authority and is conducted through budget planning. This process is carried out at Klebelsberg Centre with the cooperation of the school district centres, leading to increasing central oversight and enabling more comprehensive, strategic planning. In state-run schools, staffing needs are readily identifiable through vacancy data, allowing workforce planning and recruitment processes to be monitored effectively.

The staffing needs of municipal preschools and non-state-operated schools can also be tracked through the national workforce registry system. 

An important aspect of workforce and sector planning is that the Educational Authority produces an annual report ( For further details see the Chapter on Quality Assurance in Public Education) for the minister responsible for education. Using data from the Public Education Information System (KIR), the report documents trends in vacancies at schools and in student enrolment, broken down by type of operator.

Entry to the profession

As a general rule, the standard procedure for human resources development in schools is open recruitment. Vacancies or positions that have become necessary for other reasons are advertised by schools or, in the case of state-run institutions, by their operating authorities. For positions where a call for applications is mandatory, the application must also be published on the Public Sector Job Portal.

Based on the applications received and interviews conducted for teaching positions, the head of the school district appoints the most suitable candidate upon the recommendation of the school head, and the school head exercises the employer’s rights (see Career Path Act, Section 17(1)).

The call for applications may be waived if the conditions specified by law are met (for example, in the case of a public education employee who has been employed for at least 10 months under a fixed-term employment contract, or a teacher who entered into a Klebelsberg Scholarship Government Decree 52/2013 (25 February) on the Klebelsberg Scholarship Scheme agreement during their higher education studies).

The Public Education Act defines the scope of employment based on the type of institution (school), the core functions performed at the institution, and the level of education. Teachers of general education subjects holding a master’s degree (HQF-7; EQF-7) (9.1) are qualified to teach in both upper primary and secondary education. Teachers holding a bachelor’s degree (HQF-6, EQF-6) may teach grades 5 through 8 in primary schools (5.2, 6.2). Teachers with similar qualifications (9.1) may work in grades 1–4 of primary schools, while preschool teachers (9.1) with a bachelor’s degree may work in pre-primary schools (4.4).

Induction

The teacher induction system was introduced in Hungary by the introduction of teacher career path model as of 1 September 2013.

The first step in the teacher career, employment, and compensation system is hiring a qualified individual as a Junior Teacher in a school. Before this, entry into the profession is facilitated by teaching practice in training schools run by teacher‑education institutions. These placements strengthen ties among trainee teachers, training institutions, and schools, while giving trainees exposure to – and in some cases direct access to – job opportunities.

The employment of career starter (junior) teachers is primarily determined by the Public Education Act, the Career Path Act, and Government Decree 401/2023. For the first two years, a Junior Teacher is employed under a fixed-term appointment or an employment contract. During the junior period, i.e., for at least two years, the Junior Teacher’s integration is supported and supervised by an experienced teacher, a so-called mentor, who has been working at the given preschool or school for some time (for a detailed description, see below in the section on support). The mentor is appointed by the principal. The two-year junior period includes the duration of the teaching practice required in the last two semesters of the single-cycle initial teacher education (ITE) programme, so a new teacher who has completed a single-cycle ITE programme may take the promotion examination after just one year of the junior period. (If the promotion exam is failed, the junior period is extended by two years, after which the promotion exam must be retaken.) 

The Klebelsberg Scholarship Scheme (Government Decree 52/2013 (25 February) on the Klebelsberg Scholarship Scheme) announced by the minister responsible for education, supports ITE students (9.1) in pursuing higher education and securing employment after graduation.

When hiring a teacher (upon entering into public education employment), with the exception of the cases listed below, a three-month probationary period must be stipulated, which may not be extended.

No probationary period may be imposed on a person employed within one year of graduation at the school where they completed their teaching practice as a student in ITE (9.1), or who is appointed for an indefinite term at an institution where they were previously employed on a fixed-term basis (9.2). Likewise, no probationary period may be imposed on an employee who was transferred to the employer or whose fixed-term appointment does not exceed six months.

Professional status

In state-run schools, the head of the school district centre exercises employer rights over teachers; in non-state-run institutions, the school head does so. (10.1).

Indefinite-term employment is typical for teachers. The law permits fixed-term appointments in state- and municipality-operated schools only in a limited scope (e.g., substitution for a limited period) and their duration may not exceed three years. Teachers working in state- or municipality-run schools may be employed on a part-time basis depending on the number of hours taught, or they may be hired under a limited-hours contract that does not establish employee status or appointment. The duties of part-time employees are similar to those of full-time teachers, but their working hours are reduced in proportion to the number of hours they teach. Accordingly, the income of part-time teachers is also determined in proportion to their working hours.

Limited-hours contracts are generally entered into for a period of one year or less, typically for unforeseen reasons or workforce planning. This position does not involve appointment, paid holidays, bonus, severance pay, etc. While the status of teachers working on  a limited-hours contract differs from public education employment, the duration spent in this position counts towards the duration of experience required for promotion in the teacher career path system. Teachers working on a limited-hours contract basis are only obliges to teach the lessons specified in their contract and has to discharge the related assessment and other pedagogical duties. They cannot be required to undertake additional institutional tasks.        

In non-state-run schools (2.4), teachers may be employed under a work contract on a full-time or part-time basis. In this case, the work contract specifies the job description, the salary, and the place of work. However, from a labour law perspective, these teachers are less protected than public education employees. While in a state school a teacher may only be employed for a fixed term as a substitute or for a specific task, in the case of church-run or private employers, a fixed-term public education employment may also be established for other purposes. In this case, the teacher will not be disadvantaged in terms of salary and other benefits related to employment. Section 40(4) of the Public Education Act imposes a restriction on fixed-term employment: the duration of fixed-term employment may not exceed three years; however, if the employer and the employee have entered into a collective agreement, the duration may be shorter.

Replacement measures

The substitution of teachers within a school is regulated by Section 82 of the Public Education Act. When drawing up the class schedule, the principal, or the person responsible for this task, ensures that appropriate substitute arrangements are made for every lesson. Where possible, a subject-specific substitute is provided (i.e. a teacher who teaches the same subject as the absent teacher). If this is not possible, a non-subject-specific substitute must be provided. Substitution may be temporary or permanent. 

Temporary substitution takes place if the need for it has been unforeseen (for instance, in the event of an accident or illness, etc.) and substitution is only necessary for a short period. Temporary substitution can be ordered several times within a school year; however, the cumulative number of substitute lessons in a school year cannot exceed 60. In justified cases, the employer may order temporary substitution for up to 110% of the mandatory number of teaching hours applicable to the teacher’s position.

Permanent substitution is required if a given position is vacant – in which case the substitution applies for the duration of the application or job posting process – and if the duration of the temporary substitution exceeds two weeks. Permanent substitution for teaching additional lessons and other activities beyond the required number of teaching hours may take place for a period not exceeding the end of the given school year and is subject to a written agreement between the teacher and the employer (Act LII of 2023, Section 82).

Supporting measures

The first level of the teacher career promotion system – the junior level – and the mandatory mentoring associated with it are designed to support career starter or newly hired teachers. The purpose of mentoring is to prepare the Junior Teacher for the responsibilities of the teaching profession. During their work under mentorship, career starters can count on the help and support of a more experienced teacher designated by the school head. This also makes the mentor’s work more mindful and of a higher standard. The essence of the Junior Teacher – mentor relationship lies not only in providing support but also in striving to maximize the quality of the Junior Teacher’s work. Overall, it helps the school as an organisation become more student-centred, facilitates the transfer of best practices, and raises the standard of education.

The mentor assists the Junior Teacher in settling in, in the professional implementation of the school’s educational programme, in lesson planning, in the appropriate selection of teaching methods and instructional materials, and in preparing for the Junior Teacher’s promotion exam.

The mentor observes the Junior Teacher’s classroom lessons at least once and up to four times per quarter, followed by a debriefing, and provides opportunities for consultation. At least once every six months, the mentor writes an evaluation of the Junior Teacher’s performance and the development of their teaching competence. Before the end of the junior period, the mentor prepares a summary evaluation of the experiences gained during mentoring and submits the evaluation to the school principal and the Junior Teacher. Upon passing the promotion exam, the Junior Teacher advances to Teacher Level I effective of 1 January of the following year.

All teachers have the opportunity to make use of educational and professional services to advance their careers. These are organised at the county and regional levels by the educational service centres of the Educational Authority. They function as organisational units providing pedagogical and professional services, and offer, inter alia, continuing education, professional consultation, and educational support. 

In the event that a teacher faces a difficult professional, pedagogical, personal, or other situation, they can count on informal support from colleagues and the school head, or they may consult the psychologist employed at their school.

Teachers receive support in their work by experts and consultants (10.2), who are employed by institutions providing educational and professional services or by other schools. The role of the consultant is to offer subject- and field-specific support to teachers, including feedback, consultations, and the organisation of in-service training and professional forums. Consultants fulfil their responsibilities under central professional supervision. Individuals must possess the qualifications required for a teaching position, including a teaching certification, and ten years of professional experience may be appointed as consultant. The Educational Authority maintains a directory of consultants. 

Salaries

Teachers’ salaries are aligned with the grades specified in the Act on the New Career Path for Teachers (for more details, see the section on career progression and promotion below). The guaranteed salary for each grade is set forth in a government decree. The employer is required to evaluate the teacher’s performance annually. The performance evaluation affects the teacher’s salary within the given salary range. 

If the statutory conditions (see Career Path Act, Section 88/A(2)) are met, the employer is required to classify the teacher in a higher pay category every three years and increase their salary by at least 2.5%.

Starting in 2024, the government launched a significant wage increase in several phases with the goal of raising teachers’ average earnings to 80% of the average earnings for college graduates within three years, and then maintaining that level on a permanent basis.

Each teaching hour of permanent substitution involves an additional payment equivalent to 1% of a Junior Teacher’s monthly salary.

Salary is based on the teacher’s 40-hour workweek. This includes mandatory teaching hours, non-mandatory teaching hours, supervision of students and children, and administrative and other tasks performed at the school.

When a teacher enters the public education system, the employer is required to determine their salary and classification and to specify these in the appointment letter. Classification is based on education and professional qualifications, as well as years of service as a teacher, as well as the teaching grade achieved through the evaluation process. If a teacher has multiple degrees or professional qualifications, including those not directly related to teaching, only those necessary for the position are taken into consideration.

Other supplements, allowances and benefits

Teachers who teach mathematics, digital literacy, sciences, integrated sciences, physics, chemistry, biology or geography will receive a 7% salary increase.

Teachers who obtained the education and professional qualifications for their position through a master’s degree programme must have their salary set 2% higher.

Teachers are entitled to an equal opportunity salary supplement amounting to 20% of their salary if they work in a municipality included on the list of municipalities listed as catching up or as priority beneficiaries of development due to their backward socio-economic or infrastructure status, or in a school where the proportion of students with a disadvantage or multiple disadvantages – whether calculated separately or collectively – reaches 10% of the school’s total student count, and in connection with this, the school implements a skills development, integration preparation, or preschool development programme. The list of these municipalities is drawn up by law.

A commission fee, set by government decree and linked to a specified percentage of the base salary, is paid for the performance of managerial duties and other public education duties. Such duties include those of form teacher, group leader, art school department head, leader of professional group of same-subject teachers, and head of the lower-grades and upper-grades division. The commission fee is always based on the salary guaranteed for to the junior grade.

Teachers at ethnic minority schools are entitled to an ethnic minority allowance. The amount of the allowance depends on the proportion of their teaching hours spent teaching in the ethnic minority’s native language.

Teachers of children and students with special educational needs and staff directly assisting in educational work, are eligible for a special education allowance.

Schools ensure that blood sugar levels of children and students with diabetes are measured and, if necessary, insulin is administered. Teachers with the appropriate qualifications who perform this task are eligible for a diabetes allowance.

A teacher may receive a performance bonus for the completion of an extraordinary, specific, and documented task.

Additionally, the employer may, at its discretion, award a bonus to a teacher for consistently high-quality work or for the outstanding performance of a particular task.

Working time and holidays

Teaching hours and working hours

The total weekly working hours of teachers consists of the mandatory teaching hours and the time required to perform tasks related to education. In practice, for public education employees 40 hours per week is considered full-time employment, of which 32 hours are fixed working hours that teachers must spend in the school discharging institutional duties. 

• Of the fixed working hours, 22-26 hours must be spent teaching, i.e. with direct teacher-student contact during lessons. 

• The non-teaching hours of the fixed working hours include, among other duties, 

  • supervising students during breaks between lessons. This supervision is comprehensive, as it extends from the moment a student enters the building until they leave it in accordance with school regulations, including the duration of mandatory programmes and activities specified in the school’s educational programme. 

  • During the remainder of working hours, the teacher prepares for the next school day, may work overtime as a substitute teacher, conducts optional sessions organised according to student needs (interest groups, remedial classes, etc.), or performs administrative tasks.

Teachers and preschool nurses who will reach the retirement age within five years and who have at least 20 years’ experience in their respective roles may, at their discretion, reduce their working hours by at least 25% of full-time. Their monthly salary will be reduced by 50% of the percentage reduction in their working hours.

Master teachers who perform teacher qualification and professional supervision tasks or serving as consultants shall be relieved of regular workplace duties for one workday per week to carry out those responsibilities. Their weekly teaching hours will be reduced accordingly, with the reduction depending on the specific role: for professional leaders of foster parent networks or head of a children’s homes or reformatories, the reduction is 8 hours; the reduction for form teachers, leaders of same-subject teachers' groups, or supporting student self-organisation, the teaching hours may not be less than 80% of the working hours applicable to their position; for lead teachers, this is 12 hours per week, and for lead preschool teachers, 24 hours per week. 

Teachers undertaking assessment tasks in the teaching grade promotion procedure or professional supervision or consulting tasks and are appointed to act as the head or more senior manager of a school, the instances spent as members of the promotion board either in their capacity of, or delegated by, the school head shall count towards their duties as supervisors or consultants up to a maximum of five promotion exams or procedures.

Part-time employees have similar duties and are in proportion to their working hours. Limited-hours teachers are only obliged to work the teaching hours and undertakes no additional duties, unless otherwise specified in their contract. 

Determination and granting of leave

Public education employees in teaching positions receive 50 working days of annual (basic) leave. The employer may require 15 of those days to be spent in continuing education, training that promotes employment or teaching duties related to the school’s operation, or if the leave falls within the school term. The leave must primarily be granted during the summer break, between 1 July 1 and 31 August.

In addition to annual leave, other working time concessions may be granted to public education employees. Decision on these falls within the scope of the employer’s authority. Thus, the employer may grant unpaid leave of absence of up to one year – so-called creative leave – to a teacher who has reached at least Teacher II grade (once every 10 years). To be granted creative leave, the teacher must prepare a professional work plan.  (see Career Path Act, Sections 90-94)

Promotion, advancement

The system of teacher promotion is laid down in the Career Path Act, which guarantees progress throughout a teacher’s career. The system determines five grades:

1. Junior Teacher

2. Teacher I

3. Teacher II

4. Master Teacher

5. Researcher Teacher

It is mandatory for all teachers to achieve the grade Teacher I.

After completing the two-year Junior Teacher period (one year for graduates of single-cycle ITE programmes) a promotion exam must be taken. The exam consists of two parts. First, the applicant uploads a portfolio documenting their activities over the junior period to the online system operated by the Educational Authority, and during the promotion exam organised by the Educational Authority defends it in person before two external experts and the school head (or their delegate). Second, the teacher conducts two lessons or sessions observed by two external experts delegated by the Educational Authority and the school head. The evaluation results in a “pass” or “fail” rating.

Following a successful exam, the teacher is promoted to the grade Teacher I as of 1 January of the following year. If the promotion exam is unsuccessful, the teacher’s junior period is extended by two years, after which they must take another promotion exam. If the Junior Teacher receives a “did not meet the requirements” rating at the repeated promotion exam, their public education employment at the school is terminated by virtue of the Public Education Act (9.2). If the Junior Teacher enters into a new employment, after a further two years of professional practice they must undergo another promotion procedure. If this too is unsuccessful, their employment at the new institution is terminated.

After achieving the Teacher I grade, at least one additional year of professional practice is required to reach the Teacher II grade.

The promotion procedure for Teacher II also consists of two parts. First, the applicant must compile a portfolio presenting their activities from the two years preceding the evaluation and defend it in a personal presentation before two external experts and the head of the institution. Second, the applicant must conduct two lessons or sessions before the same two external experts delegated by the Educational Authority and the head of the institution.

To attain the Master Teacher grade, the baseline requirement is five years of professional practice as Teacher Grade II and a postgraduate specialist examination. If the Master Teacher grade is sought in order to participate as an expert in the national educational inspection, in teachers’ promotion exams or promotion procedures, or to perform consultant or professional service tasks, then applicants must have at least fourteen years of professional experience by the application deadline in order to be admitted to the selection procedure.

The promotion procedure required to attain the Master Teacher grade includes drafting a professional development plan, and preparing, presenting and defending the Master Teacher application. If the Master Teacher procedure is unsuccessful, the teacher remains at their previous grade. A failed application may be repeated in the year when the teacher has completed two additional years of professional practice following the conclusion of the unsuccessful procedure.

To attain the Researcher Teacher grade requires 14 years of professional experience and a PhD degree. The number of Researcher Teachers is subject to a national quota and may not exceed 1% of the national teaching workforce.

The promotion procedure for the Research Teacher grade includes preparing, submitting, and defending a Research Teacher application.

A teacher who has achieved the Master Teacher or Researcher Teacher grade must renew their application every five years to retain their grade, unless they participate as an expert in the national educational-professional inspection, in teachers’ promotion exams or procedures, or perform professional service tasks as a consultant.

The tools for teacher evaluation, in particular the observation and assessment criteria used at the promotion exam and in the promotion procedure, as well as teacher competences are defined by the relevant government decree (Government Decree 401/2023, Annex 3/a–h). Accordingly, the teacher competences to be assessed are as follows:

• Professional tasks; discipline-related, subject-specific, and curricular knowledge; 

• Planning educational processes and activities, and self-reflection related to them; 

• Supporting learning;

• Developing the student’s personality, application of individualised treatment, and the appropriate methodological preparedness required for successfully teaching children with disadvantages and special educational needs, or integrational, learning or behavioural difficulties together with other students in a mainstream environment; 

• Facilitating the formation and helping the development of student groups and communities, creating equal opportunities, openness to socio-cultural diversity, integration activities, form teacher activities;

• Continuous evaluation and analysis of the educational processes and the development of students’ personality;

• Proficiency in environmental education, authentic advocacy for the values of sustainability, methods of imparting attitudes relating to environmental awareness; 

• Communication and professional collaboration; problem-solving;

• Commitment to and professional responsibility for professional development.

Mobility and transfers

The law provides for the transfer of public education employees. It is important to note that employees of state-run institutions may only be transferred within the public sector; that is, they cannot be transferred to non-state-run institutions.

The transfer is based on a tripartite agreement, which means that the former and the prospective employer as well as the public education employee must mutually agree on matters related to the transfer.

Typically, a transfer occurs when the new employer insists on hiring a particular teacher and, as a sign of trust, submits a transfer request to the teacher’s current employer. By doing so, the new employer also agrees to pay the severance pay in the event of the teacher’s termination.

Teachers can change jobs in other ways as well. According to the Career Path Act, a teacher may terminate their employment by mutual agreement, resignation, or termination with immediate effect. In practice, termination by mutual agreement is the most common.

As a general rule, a teacher who changes jobs retains the grade in their teaching career; that is, they cannot end up in a worse position than before the change if they take up another teaching position.

If a teacher is assigned to a position requiring a lower qualification, they will be classified at that lower level. If they remain in education but move into a non‑teaching role, their salary may not be preserved.

Dismissal

The Act on the New Career Path for Teachers sets out when a teacher’s employment ends or may be terminated. Employment terminates automatic in the standard cases: at the expiry of a fixed-term contract, upon the death of the teacher, or if the school ceases to exist without a successor. Section 46 of the Career Path Act lists additional grounds. 

The employer may also terminate the employment. In the case of public education employees, this may occur through dismissal, extraordinary dismissal, dismissal with immediate effect during the probationary period, or dismissal as a disciplinary measure.

Dismissal must be based on valid grounds (e.g., professional incompetence, unsatisfactory work performance, medical incapacity, retirement, or redundancy due to reorganisation). Dismissal is prohibited for certain protected period, such as unpaid childcare leave, pregnancy, maternity leave, paternity leave, and parental leave. The period of notice may range from 2 to 8 months based on the teacher’s length of service in public education.

In the event of dismissal, the teacher is entitled to a lump-sum severance pay the amount of which ranges from one to eight months’ average salary, depending on the length of service.

For employees employed under a contract, the situation is similar: the school head may dismiss the teacher through ordinary termination, extraordinary termination, or – during the probationary period – with immediate effect. The termination must be justified and may only be based on the teacher’s abilities, conduct in the performance of duties, or the operational needs of the employer. The employee must be given the opportunity to respond in their defence. Statutory prohibitions and restrictions apply. The notice period can range from one month to one year depending on the length of service, and severance pay is also due, in amounts also dependent on service length.

Retirement and pensions

In Hungary, there is no specific legislation governing the retirement of teachers; therefore, the general social security regulations and, as state employees, the Act on the New Career Paths for Teachers apply. According to the general provisions, a full old-age pension is payable to those who have reached the age of 65 and have at least 20 years of service. The law makes no distinction between women and men.

Women have the option to retire before the statutory retirement age, provided they have completed 40 years of employment.

Additionally, teachers who receive other pension benefits equivalent to an old-age pension, or incapacity (accident-related incapacity) pension, are also classified pensioners.