Between path-dependence and path-evolution: a historical comparative analysis of teachers’ and schools’ evaluation policies in Greece (1974–2022)

Abstract

Listen

Translate article

ABSTRACT The global implementation of evaluation policies in education often differs widely among national contexts, sparking controversy. This study adopts the historical institutionalism framework, employing concepts of path-dependence and path-evolution to examine the ongoing evaluation policies related to teachers’ and schools’ performance in Greece from 1974 to 2022. It investigates the complex interaction between global influences and national realities, identifying how Greece’s administrative history, particularly its top-down, inspectorate-driven system, has shaped such policies. The deep-rooted ideological perspectives – marked by longstanding mistrust between governments and teachers’ unions – further constrain reform initiatives. The development of Greece’s evaluation policy reflects a broader struggle between global trends and national specificities, thus demonstrating how these dynamics influence policy sustainability. The study argues that to achieve long-term and effective educational reforms, Greece must shift away from existing barriers and embrace evidence-based, participatory planning that encourages sustained stakeholder engagement. This approach would promote a more adaptive, context-sensitive evaluation framework.