Abstract
This research aimed to examine the role of leadership in the school environment and leadership’s contribution to the effectiveness of teachers’ professional development in the public secondary education of Athens to improve the learning process and school quality. More specifically, this study highlights the school principal's contribution as a leader in teachers’ professional development. The choice of leadership style (education, administrative, transformational, ethical, participatory, and contingent) positively impacts teachers’ professional development. Data were collected from 180 teachers of the public secondary education of Athens, involving lower secondary schools, upper secondary vocational and general schools, excluding private and other types of schools. SPSS software was used to perform quantitative analysis of the collected data. The results showed no statistically significant correlation between teachers’ gender, skills, characteristics, and abilities. However, it was observed that there is a statistically significant correlation between age, tolerance, and rejection of educational techniques on teaching practice. The evidence from this study confirmed a direct impact of the school principal’s training on teachers’ professional development. Finally, it was concluded that the school principal – the leader should work as a learning manager to lead teachers in professional development and as a learning manager and an inspiration for lifelong learning.
Highlights
In the last few years, a growing interest in educational management and leadership field through various studies has arisen (Skordoulis et al, 2016; Knapp & Hopmann, 2017; Melissopoulos & Stravakou, 2018), highlighting the fact that leadership has a positive contribution to organizational learning and outcomes (Drosos et al, 2016; Harris & Jones, 2018)
At the secondary school level, the primary responsibility for administration and organization lies with the school principal, who is required to perform the role of the leader (Kirkigianni, 2014)
To what extent do you think that the following components make up a school principal-leader? To what extent do you think that the following factors affect the teacher’s professional development? To what extent do you think that a school principal-leader contributes to teachers’ professional development? To what extent do you agree with the following statement: The leadership role of the school principal contributes to teachers’ professional development
Summary
In the last few years, a growing interest in educational management and leadership field through various studies has arisen (Skordoulis et al, 2016; Knapp & Hopmann, 2017; Melissopoulos & Stravakou, 2018), highlighting the fact that leadership has a positive contribution to organizational learning and outcomes (Drosos et al, 2016; Harris & Jones, 2018). School leadership style cipals’ contribution to teachers’ professional de- is recognized by the principal’s behavior and his velopment is recognized through improvements relationship with stakeholders of a school unit in the educational process (Togas & Rekleiti, 2013; (teachers, students, parents). Factors that positively affect both the school principal-leader and teachers to improve their skills, Transformational leadership is concentrated on knowledge, teaching practices, and professional the effect of the school principal’s role as a leader development (Papasavvas, 2014). Brinia and gate other factors such as teacher’s professional de- Papantoniou (2016), in their research, concluded velopment, which can positively affect the level of that most of the school principals in Greece apply satisfaction The choice of a leader- teacher increases the chance of choice for profesship style has a significant contribution to teach- sional development (Pashiardis, 2012)
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