Unit:
Κατεύθυνση Συγκριτική Παιδαγωγική, Εκπαιδευτική Πολιτική και Διοίκηση της ΕκπαίδευσηςLibrary of the School of Education
Author:
Chorianopoulou Aikaterini
Supervisors info:
Κωνσταντίνος Φασούλης, Ομότιμος Καθηγητής,ΠΤΔΕ, ΕΚΠΑ
Θωμάς Μπαμπάλης, Καθηγητής,ΠΤΔΕ, ΕΚΠΑ
Κωνσταντίνα Τσώλη, Επίκουρη Καθηγήτρια ,ΠΤΔΕ,ΕΚΠΑ
Original Title:
Οι απόψεις των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για τον τρόπο επικοινωνίας με τον/την Διευθυντή/ντρια ως προς την επαγγελματική τους ενδυνάμωση
Translated title:
The views of Primary School teachers about the way of communication with the School Principal in relation to their professional empowerment
Summary:
This post-graduate paper focuses on exploring and recording the views of Primary School teachers of Directorate of Anatoliki Attiki about the way that their communication with the school principal contributes to their professional empowerment. More specifically, the issues canvassed refer to the description and analysis of transformational leadership and its relation with empowerment, the process and dimensions of teacher empowerment, the role of school leadership in developing teacher empowerment, the phenomenon and process of communication generally as well as the interactive communication between school head and teachers and the obstacles that may arise in daily practice. In addition, the role of the school head was studied in reference to his/her communication strategies with the teaching staff so that the teachers of the school unit be professionally empowered.
A quantitative study has been conducted in order to investigate and respond to the research questions of the current study. The questionnaire was used as a research tool to gather the data and the procedure of convenient sampling was followed.
The examination of the findings showed that, according to teachers’ opinions, the communication between the school principal and the teachers is very important for the professional empowerment of teachers, regardless their gender, level of studies or seniority. Verbal communication seems to be used on a daily basis and reinforced, whenever advisable, with written communication via email, so that information on school matters is completed. Nonverbal communication from the part of the principal is also important for teacher empowerment. As far as the dimensions of professional teacher empowerment are concerned, the school principal ’s effort to empower the teachers is recorded through communicational strategies that the centralized educational system of Greece allows. In relation to these strategies, the head teacher involves the teachers into decision-taking mechanisms, assigns tasks and consequent responsibilities, pursues teachers’ professional development and trusts teachers as professional experts. To conclude, the communicational role of the school principal is considered crucial for building up teachers’ professional empowerment.
Main subject category:
Social, Political and Economic sciences
Keywords:
Communication, Communicational role of School Principal, Transformational leadership, Teachers’ professional empowerment
Number of references:
121
File:
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Chorianopoulou_Aikaterini_Master.pdf
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File access is restricted only to the intranet of UoA.
