School leadership in Greece. Autonomy trends and limitations

ELENI Α. KATSIGIANNI, AMALIA A. IFANTI

Abstract

This study examines the role of secondary school principal in Greece during the period 1981-2018. The aim is not only to identify the limitations but also to reveal possible autonomy trends that have transformed the Greek school principal’s role. In developing our theoretical perspective, we drew on New Public Management (NPM) and school principal’s role discourse. We then examined the relevant legislative documents following documentary analysis and qualitative content analysis. Our findings firstly support the view that secondary school principal’s role in Greece was transformed to some extent at the legislative level, reflecting this way the impact of NPM practices on the Greek educational policy. Secondly, they show that there might also be some room for school principal’s initiatives that would benefit the students, especially school principal’s participation in teachers’ professional development. Thirdly, the overall legislative initiatives on the Greek school administration, could be considered as a part of its gradual modernization process aiming at devolving authority to the school principal, the teachers’ council and the school board.

Keywords

Role, school principal, Greece, NPM, autonomy

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DOI: https://doi.org/10.26220/une.3375

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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