Unit:
Κατεύθυνση Διαχείριση και Ανάπτυξη της Σχολικής Μονάδας: Παιδαγωγικές και Διοικητικές ΠρακτικέςLibrary of the School of Education
Supervisors info:
Τσώλη Κωνσταντίνα, Επίκουρη Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Μπαμπάλης Θωμάς, Καθηγητής ΠΤΔΕ, ΕΚΠΑ
Φασούλης Κωνσταντίνος, Ομότιμος Καθηγητής ΠΤΔΕ, ΕΚΠΑ
Original Title:
Οι απόψεις των εκπαιδευτικών για το διαχωρισμό της Διευθυντικής Αρχής σε διοικητική και παιδαγωγική ως μια νέα πρόταση επαγγελματικοποίησης του Διευθυντή στην ελληνική εκπαιδευτική πραγματικότητα.
Translated title:
Teachers' views on the separation of the Principal’s authority into administrative and pedagogical as a new proposal for the professionalization of the Principal Role in the Greek educational reality.
Summary:
Subject: The present study attempted to examine the views of teachers on the proposal of principal authority’s separation into administrative and pedagogical and the proposal of principal’s role professionalization. On the occasion of the Principal and his work in the greek educational system, an attempt is made through the critical view of various leadership models to be presented the coexistence of two managers, one of whom will be responsible for administrative duties and the other will assume pedagogical responsibilities. All those needs that lead to the two roles as well as the values that are promoted through the coexistence of the Directors are analyzed. In addition, case studies from other education systems that already implement Co-management of Principals are described. It is emphasized that the two potential Principals must come from the body of teachers and be properly prepared and therefore, it is proposed to professionalize the managerial role in order to promote the profession of Principal in a distinct profession.
Methodology: The research part presents the views of 100 primary school teachers in Athens answering an electronic questionnaire (Google forms), with 22 questions, which is composed by three main topics: the administrative role of a Principal, the pedagogical role of a School Leader and the limitations that face in general. The SPSS 25 statistical package was used for data analysis. After a descriptive statistical presentation of the sample responses, the effect of demographic characteristics (gender, age, etc.) on teachers' responses was studied, using the Independent Samples t-test method. Finally, the answers to the two open-ended questions of the questionnaire were studied by the Content Analysis method.
Results: The teachers answered the questions of the pedagogical identity more comfortably, although they also had formed opinions about the possible external obstacles of the managerial work. It is noteworthy the differentiated attitude in the administrative issues of those teachers who have already performed the duties of a Principal, as it results from the t-tests. From the open-ended questions, we conclude that teachers are categorized into those who are positive with the above-mentioned propositions, those who are negative, those who are neutral and those who are skeptical. In particular, they are more positive for the separation of the Principal Authority, rather than for the professionalization of the role. However, the Greek educational community does not seem to be ready for either.
Main subject category:
General works
Keywords:
school management, principal’s managerial role, principal’s pedagogical role, co-principalism, professionalization, vocational training, effectiveness
