Perceived Effectiveness of Greek Secondary School Teachers

Abstract

The purpose of this study was to explore differences in instructional and pedagogical effectiveness among Greek secondary school teachers of different subjects, as perceived by pupils. In this study 165 pupils (aged 13‐15 years) from 33 secondary schools in Athens, Greece, completed questionnaires regarding the effectiveness of 253 teachers. Within the framework of teacher preparation at university, the results indicated no significant differences in instructional and pedagogical effectiveness between those who attended courses in pedagogy, psychology and instructional knowledge (didactics) and those who did not However, pupils’ perceived the instructional role of teachers to be higher than the pedagogical role. Moreover, in teachers of different subjects, instructional and pedagogical effectiveness were associated and correlated to each other.