Η αξιολόγηση των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης από τους διευθυντές τους : απόψεις διευθυντών για τον προτεινόμενο αναβαθμισμένο ρόλο τους.

Περίληψη

The current research study aimed to explore primary school headteachers’ views regarding their increased involvement in teacher evaluations, as pro¬posed in the New Teacher Evaluation Scheme. For this purpose, this study employed a mixed-methods design consisting of two distinct phases. The first phase was a quantitative study which collected data through question¬naires regarding headteachers’ readiness to undertake teacher evaluations and their views on necessary conditions for effective implementation of teacher evaluations and evaluation criteria. The second phase was a qualita¬tive study and aimed to provide more in-depth data regarding headteachers’ views. Results suggested that the majority of participants feel quite ready to undertake such an endeavor. They consider, though, their training in evalua¬tion methods and practices, the acceptance of their role as an assessor by the teachers and the participation of the teachers in the process of determining the evaluation criteria and goals as necessary conditions for implementing effective teacher evaluations. In relation to evaluation criteria, the partici¬pants indicated the quality of teaching, high levels of accountability when performing duties and responsibilities, cooperative relationships with col¬leagues, undertaking initiatives which promote the educational process and ongoing training and professional development as the most important ones. Surprisingly, student academic performance was not considered important when evaluating teachers’ work. The implications of findings are discussed in the paper.