PEDAGOGICAL ASPECTS OF PRINCIPAL’S ROLE AS A MANAGER AND LEADER IN GREECE SCHOOL UNIT

Olga Lema,Mariana Sokol,Galyna Rozlutska

doi:10.24144/2524-0609.2020.47.92-95

Abstract

The restructuring of the organization and administration of education, as an entity with a specific and complicated structure, which operates in a social educational space, supports its operation in human resources and focuses on the satisfaction of specific goals through the systematization of a set of actions, is a national state strategic choice for redefining our educational system in modern conditions. The purpose of this research is to highlight the high interest of the school unit as a learning community, a place of culture and civilization, but also an administrative organization institutionally hierarchical and organized. In particular, regarding the administration of a school unit as a process of coordinating people and activities to achieve proposed common goals, the role and importance of a principal, the responsibilities, duties and tasks assigned to it, as well as the scientific, pedagogical and administrative characteristics necessary for the successful and effective exercise of school leadership on this part. The way of exercising leadership, transfers into practice the personal theory of leadership of a leader, expresses the special managerial abilities and skills, reflects personality and general culture and frames every action and activity. This descriptive research is built mostly on theoretical methods: analysis of scientific works and publications for identifying the main tasks of the article. The study of the legal framework and the utilization of selected Greek and foreign language bibliography led to the distinction of main forms of leadership: authoritarian, lax, democratic leadership, distinguished on the basis of differentiated characteristics. The results of research converge on the emergence of democratic leadership as a necessary condition for the realization of the goal of quantitative and qualitative upgrading of the Greek educational system, according to the project of the modern pedagogical-scientific situation and the principle of democracy and justice.

Highlights

The school unit is treated as a formal organization with the task of achieving predetermined «objective» goals through specific organizational processes, which identify, coordinate and evaluate targeted collaborative work of its human factors in interdependence with each other and at the same time determine power to its members − linked by hierarchical relations with each other [9, р.78].the school presents peculiarities and peculiarities in relation to other formal organizations, such as companies, for example, due to its dual character as an administrative and social institution at the same time
According to Law 1566/85, article 11, D, 1 «The principal of the school is responsible for the smooth operation of the school, the coordination of school life, the observance of laws, circulars and official orders and the implementation of decisions of the teachers' association «He participates «in the evaluation of the work of the school teachers and collaborates with the school counselors», while he carries out teaching work of limited weekly time depending on the size of the school and participates as chairman of the school council and the school committee, auxiliary bodies for ensuring the smooth operation of the school and the management of financial resources
This is because it inspires, activates and coordinates − through a multilevel network of communication and relationships − the only living and most dynamic element in the organizational space with will, needs, habits and motivations, directing it to coherent, collaborative and conscious activities, which prescribe the effective achievement of educational goals [9, р.82] with positive implications for social life

Summary

Introduction

The school unit is treated as a formal organization with the task of achieving predetermined «objective» goals through specific organizational processes, which identify, coordinate and evaluate targeted collaborative work of its human factors in interdependence with each other and at the same time determine power to its members − linked by hierarchical relations with each other [9, р.78].the school presents peculiarities and peculiarities in relation to other formal organizations, such as companies, for example, due to its dual character as an administrative and social institution at the same time. It derives its institutionally determined function, its highly centralized character and its hierarchical organization on the basis of rules that regulate relations, define positions and define roles with specific rights and duties. The second, it defines its social function in the local and wider social structure in which it belongs and determines the form of its action and relations with other institutions in the context of its respective historical contexts, in relation to the general socio-political, cultural and economic conditions at the moment, and under the influence of organized interests and pressure groups. The aim of the study is to define pedagogical aspects of principal’s role as a manager and leader in Greece school unit This descriptive research is built mostly on theoretical methods: analysis of scientific works and publications for identifying the main tasks of the article. The authors have been discussed the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable

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Results

Conclusion