SCHOOL LEADERSHIP, TEACHER COLLABORATION AND TEACHER COORDINATION IN GREEK PUBLIC EDUCATION: TEACHERS’ PERCEPTIONS

Theodora Ropoki

Abstract


This study explores teachers' perceptions regarding the role of school leadership in enhancing cooperation and coordination among educators in Greek public education. The research was based on a quantitative, descriptive approach and was conducted using a structured questionnaire, completed by 90 teachers serving in public school units. The questionnaire included Likert-scale questions, which examined the importance of collaboration among teachers, the consequences of a lack of coordination, the contribution of clear school leadership, and the role of the principal in the operation of the school unit. The results showed that participants attach particularly high importance to teacher cooperation, which garnered the highest mean score. At the same time, the lack of coordination was recognized as a significant factor that can negatively affect school operations. Clear leadership and the role of the principal were also evaluated positively, highlighting the importance of leadership as a factor of organization, support, and coordination. Overall, the findings suggest that effective school leadership in Greek public education is linked to the cultivation of a collaborative climate, role clarity, and the strengthening of collective responsibility among teachers.

Keywords


school leadership, teacher cooperation, teacher coordination, Greek public education, teachers' perceptions

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6829

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