Greek Secondary Education Research Articles

What if there is linguistic and cultural diversity in contemporary classrooms? Secondary school teachers’ attitudes, practices, and challenges towards student multilingualism

ABSTRACT Despite cultural and linguistic diversity in contemporary societies, research revealed teachers' unpreparedness to welcome diversity in classrooms (e.g. Burner & Carlsen, 2019). Considering the impact of teachers' attitudes on their practices and students' learning (e.g. Fives, & Buehl, 2016), further research on teachers' attitudes to multilingualism and practices is needed, especially in countries where monolingual policies are adopted, such as Greece (Fotiadou et al., 2022; Gkaintartzi et al., 2015). The present study explores 237 Greek secondary education teachers' attitudes, practices and challenges regarding student multilingualism through a questionnaire and explains the relation between practices, attitudes, challenges and teachers' demographic features through a model. Quantitative data analysis shows that, despite teachers' positive attitudes towards multilingualism, they fail to integrate students' funds of knowledge. Simultaneously, their insistence on the official language use as the exclusive language of instruction and their belief that L1 maintenance is a family obligation reflects the impact of monolingualism and misconceptions about multilingualism in formal education. The effect of attitudes, challenges and certain demographic features (e.g. gender, age and training) on teachers' practices is also discussed. Findings imply the need for reconceptualising educational policies and teacher development programmes in the direction of multilingual education to consider all students' needs.

The Nexus Between Transformational Leadership and Greece’s Public Sector Performance: Educational Leadership Extension

The paper aims to extend our understanding of how effective educational leadership impacts a nation’s performance in the context of public sector risk and value. It seeks to broaden the insights gleaned from the author’s empirical research conducted within the scope of their dissertation on this topic, namely “Leadership and organizational change in the financial decision making in Greek public sector in a time of financial and humanitarian crises”. This paper replicates the author’s empirical research, focusing on the educational impact of leadership qualities in Greek secondary education. Accordingly, it examines leadership through surveys from teachers and stakeholders, highlighting attributes such as influence, motivation, intellectual stimulation, personal attention, and job satisfaction. The study investigates the connection between these leadership characteristics and critical economic indicators, thoroughly analysing their interplay. Data spanning 2015-2019 from sources like the World Bank, the Greek Ministry of Economics and Finance, the OECD, and Eurostat underpins this investigation, shedding light on how educational leadership influences economic patterns. By employing a robust econometric technique using the OLS method, the research reveals that enhanced leadership within schools directly benefits educational quality from the perspectives of teachers, professors, and students. Furthermore, the implementation of transformational leadership strategies significantly boosts performance across various quantiles, reflecting the value added to Greece’s public sector education.

Classroom-Based Mathematics Anxiety Among Students in Greek Secondary Education: A Perspective from Math Teachers

Classroom-Based Mathematics Anxiety Among Students in Greek Secondary Education: A Perspective from Math Teachers

Female Managers' Perceptions of Their Role in Greek Secondary Education

This study set sights on the perceptions that female principals hold, about their administrative role in Greek secondary education. The administration of education has been analysed from a male perspective and has been enriched with elements that come from the experience of men. As Acker (1995) points out, there has not been much discussion about issues that concern the gender - role of managers, and, in particular, the experience of women in managerial positions of schools, in terms of power relations at school, the requirements of their role, the prospects for their career development and, above all, the obstacles they confront (compliance or resistance to standards), their professional values, their view on the formulation of management theories. There is a gap, of female subjectivity in this role. Moreover, there is an implicit assumption, that male experience is the norm in school administration. Greek scientific research, while it has dealt with issues of administration and education, it has not dealt with thoroughly at theoretical and research base with women as subjects and their place in administration of schools and particularly of secondary schools. Taking under consideration that the perception of the administrative role by the directors of schools, holds a significant meaning in the configuration of their administrative behaviour and noting that issues related to gender relationship have not been much discussed, the aim of this study is to assess and evaluate those factors and conditions that are involved in the female, administrative, school reality of high school. The survey is divided into two parts. The first part is presented through the review of literature, the dominant theories about school management, feminist approaches to administration in education, managerial behavior of women, with an emphasis on quantitative data of their participation, in the case of the 3rd district of Athens, during the period 2016-2017. The second part includes the presentation of the research, with reference to the methodology followed, until the production of the final text. The survey was based on the qualitative method, using personal interviews with women who were already directors. The survey proved that the women in question, perceived their role as either administrative either as coordinating or supporting, towards pupils and teachers at the school unit. Moreover, they use a more democratic, participatory, administrative style, interpersonally oriented, contributing to educational administration with “feminine values and practices”.

Planning the Future: Greek Students of Secondary Education Choose to Study in Tertiary Education and Their Future Profession: A Quantitative Approach

The decisions that male/female students should make regarding their schooling, are believed to be extremely important, since these decisions will affect the future life of students. Therefore, we attempted to explore the factors that affect students in making education and career related decisions, and which specifically apply to General High School students from various areas in mainland and insular Greece. The research objective is to study the reasons that cause students in Greek secondary education and their parents to decide for students to go to university after finishing school. In more specific, it is attempted to study the following: The factors affecting male and female students in choosing to go on into university, along with the reasons why parents believe that their children want to study, parents' aspirations regarding the career future of their children, factors that determine the students' chances of going to university, as well as factors affecting the future career choices of students according to their attitude.In the first, theoretical, part, the concept of education and career related decision-making is presented. Following that, the factors are presented that underpin both the education and career related decisions of students. Specific reference is made to personal factors, such as biological factors, e.g. gender, physical characteristics, aptitudes, etc., acquired factors, e.g. skills, values, interests, etc., and social factors, which determine education and career related decision-making, such as family, school, etc. This is followed by the second part of the article, which is the research part. In order to inquire into the factors that affect adolescents, when it comes to decisions referring to their education and career, quantitative research was conducted. More specifically, 670 questionnaires were collected from male and female students attending the 1st, 2nd, and 3rd Grades of High School. The research data are analyzed, and to sum up, in the end of the article, the research conclusions will be listed.

Choice of Study and Profession by Greek Secondary Education Students: A Study of the Factors Influencing Their Choices

Nowadays, students are required to make some decisions at quite a young age, first of all, regarding their education, followed by a series of career decisions that will be critical for them later in life. Therefore, we attempted to investigate the social and personal factors that affect students in making their education and career related decisions, with a focus on students attending the country's high schools.In the first part, which is the theoretical part, the concepts of professional development, maturity, and career choice are presented. After that, the factors are presented that determine both the education and career related decisions of students. In specific, various personal factors are analyzed; for example, biological factors, such as gender, physical characteristics, aptitudes, etc. In addition, acquired factors, such as skills, values, interests, and so on, are presented.The second part of the article follows, which is the research part. In order to investigate the factors that affect adolescents in their education and career related decisions, qualitative research was conducted. More specifically, 35 interviews were taken from students attending the 3rd Grade of High School, which were analyzed through qualitative content analysis. Compared to earlier research, where there was direct and strong involvement of parents in the decisions made by young people, nowadays, there is evidence of young people's effort to differentiate from their parents' beliefs, and become independent from the family environment. As a final word, in the end of the article, the conclusions of our research will be listed.

Comparing students’ and teachers’ perceptions about teachers’ interpersonal behaviour in Greek secondary education

Τeachers’ interpersonal behaviour is considered important for the quality of the student–teacher relationship. The present study examined teachers’ and students’ perceptions regarding teachers’ interpersonal behaviour and the degree of their agreement at the class level. Moreover, this study investigated whether possible differences between them are associated with the teachers’ and classes’ characteristics. Participants were 1669 students and 43 secondary teachers within 85 secondary classrooms in Greece. The Greek version of the Questionnaire on Teacher Interaction was used to assess eight aspects of teachers’ interpersonal behaviour. A high degree of divergence between teachers’ self-perceptions and students’ perceptions about their teachers’ interpersonal behaviour was found. Multiple regression analyses showed that the differences among teachers’ and students’ perceptions can partially be explained by teachers’ years of teaching experience and the degree level, as well as the class educational level. Findings of this study provide specific practical implications.

Educational reforms and secondary school's efficiency performance in Greece: a bootstrap DEA and multilevel approach

Advocates for education reforms frequently call for policies to increase school efficiency performance. The Greek educational system has undergone several reforms while the recent financial crisis alters significantly. Using a unique dataset this study attempts to shed light on 643 Greek secondary education schools’ efficiency performance, over the period 2000–2017, and to perform an investigation of the efficiency determinants in a multilevel framework. Results reveal that there is substantial room for improvements especially for specific Greek NUTS2 regions while the adopted reforms seem to have a very low effect. Our findings also denote a favourable effect for physics, science laboratories, and class size and a significant negative effect for the variable of student per class. In addition, at a second level the gross domestic product per capita of the NUTS2 region that each school belongs positively affects its efficiency performance.

Teaching Thematic Structure in Greek through Design-Based Research

In the ESL/EFL bibliography it is suggested that teaching topical structure analysis helps students improve coherence in writing. This paper aims at presenting an integrated thematic structure teaching model for Greek secondary education and arguing for its impact on student argumentative text writing in terms of cohesion and coherence. The research methodology followed was design-based, involving four pre- and four post-tests student writing samples, field notes derived mainly from three non-participant observers and the teacher-researcher, and four focus group student interviews, along with two observer interviews. The findings indicate that student writing significantly improved following this intervention. In addition, student post-test performance was closely related to the explicit and systematic teaching of thematic structure. These results suggest that the new model can further be used in developing the writing skills of secondary education students.

STUDENTS WITH INTELLECTUAL DISABILITIES IN GREEK EDUCATIONAL SYSTEM. POLICIES AND OBSTACLES

The purpose of this study was to focus on Greek secondary education teachers’ views regarding students with intellectual disabilities, their inclusion in the formal education system and the dimensions of social and educational exclusion, which may be related to it. The survey participants were 240 secondary school teachers who answered a questionnaire, while 25 semi-structured interviews were conducted with the same group of participants. The results of the research highlight the need for the professional development of Greek secondary education teachers in matters of special education and the immediate extension and upgrading of inclusive education structures.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0097/a.php" alt="Hit counter" /></p>

Eager yet unprepared: Greek secondary education teachers facing homophobic violence in schools

The current study aims to investigate aspects of homophobic school-based violence from a teachers’ perspective. A sample of 453 secondary education teachers across Greece participated and reported their intention for reactions against four hypothetical scenarios of homophobic violence (psychological, verbal, cyberbullying, physical). When expressing high intention to intervene, teachers were more likely to inform other school staff. The majority of the respondents (86.1%) had not received training on homophobic violence during their university studies, while those who had received such postgraduate training manifested stronger intention to act. Female and middle school teachers reported a stronger intention to act compared to male and high school teachers, respectively. Only 11% of the participants stated that their school had an action plan against homophobic violence. These results call for the development of school personnel training on homophobic violence and for the implementation of LGBTQIA + inclusive anti-harassment policies.

Teachers’ Attitudes towards Inclusive Education at Greek Secondary Education Schools

Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education.

Economic Crisis and Educational Reforms: How Burnout affects Teachers' Physical, Mental, and Oral Health?

In July 2013, for the first time in the Greek civil sector, a legal measure suspending labour, was applied overnight on Greek Secondary Education teachers. More than 2,200 secondary school teachers were affected. This so-called “reform effort” impacted on 23,000 students, through abolishing 52 Technical Education specialties. The majority (80%) of affected secondary school teachers were placed on suspension, while 20% underwent obligatorily transfers to administrative positions through the application of a government dictated “social criteria”. This research that took place from 2013 till 2017, investigated the burnout experienced both by teachers who were suspended and by those who were compulsorily transferred to administration duties. The Maslach Burnout Inventory measurements recorded the highest percentages on this scale, in its history of application to Greek teachers. The factors of work stress were studied with respect to both separate categories of teacher (suspended – compulsorily transferred) and a comparative study was then conducted between them. Psychopathological symptoms (utilising the SCL-90 Psychopathology scale) were observed in both categories of teacher, due to work-related stress, with results from both the General Symptom Index and the Positive Symptom Disorder Index (PTSD) indicating pathological responses. With respect to both categories, the appearance and deterioration of physical health problems that are normally associated with chronic stress was also recorded, and a general deterioration in physical health was also evidenced. The significance of this research is that the findings are indicative of the total effects of burnout, that correlate psychological and health issues. By creating the tools for this, it can open future further investigations on the impact of educational policies on teachers.

The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education

Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale.

Exploring Approaches to Teaching Programming in 12th Grades Students. A Study after 20 Years of Teaching

From the school year 1999-2000, the course entitled "Informatics" is taught to 12th grade students who attend the scientific field "Sciences of Economy and Informatics" in Greek secondary education. The school students of this field wish to participate in the national examinations to be admitted to university departments of economics and informatics. The general purpose of the course is for school students to develop analytical and synthetic thinking, to acquire methodological skills and to be able to solve problems in a programming environment. The purpose of the study is to explore educators’ views on teaching algorithm in the 12th grade in order to explore whether interventions and changes in the way of approaching teaching are required. For this purpose, 1127 computer science educators who teach the course "Informatics" in schools participated in a survey to explore these issues. The results of the present study focus on the ways in which educators approach the basic algorithmic structures (sequence, selection and loops), data structures and modular programming as well as the ways in which the computer lab is used for teaching the content of the course. According to the results of the research, it seems that one out of three educators wants to approach the course with a specific programming language instead of a hypothetical Greek programming language designed specifically for the course. In addition, 50% of the educators gives great emphasis on the virtual execution of programs. At the same time, six out of ten use the computer lab in some way during the course, for the teaching needs of the course. The results show a diversity in educators’ teaching approaches when teaching algorithmic structures of sequence, selection and loops. Particularly high diversity is observed during the teaching of modular programming. Finally, the results of the research show the importance of educators’ training in issues concerning their pedagogical content knowledge and their technological content knowledge.

Creative writing in Greek Secondary Education inspired by Theodoros Vryzakis’ paintings for the Revolution of 1821

Creative writing in Greek Secondary Education inspired by Theodoros Vryzakis’ paintings for the Revolution of 1821

The Extent of Late Hiring in Special Education: A Report on the Greek Institution of Parallel Support

ABSTRACT Teacher hiring is often a dysfunctional time-consuming bureaucratic procedure, which is not always completed on time due to organisational impediments, budget cuts and slow-moving political processes. Specifically, late hiring has been reported to affect negatively teachers’ as well as students’ performance. This study examined the extent of late hiring in parallel support, which is a Greek institution aiming to support students with disabilities and special education needs within the mainstream classroom. Actually, this paper examined the number of parallel support teachers in Greek primary and secondary education who were hired on time as well as the percentage of recruitment per hiring phase during the school years 2018–2019 and 2019–2020. Results indicated high percentages of late hiring in this institution for both educational levels lead to the suggestion that the Greek State virtually divided the students into two categories; the ‘privileged’ who were supported from the start and the ‘non-privileged’ who were belatedly supported. The researchers conclude that policies in Greece concerning hiring of parallel support teachers need fundamental changes in organisation and funding, in order to serve the students’ needs and signalise a strike against ableism.

Enactments of Curriculum Policies in Greek Secondary Education: Regulative Discourses and the Reproduction of Social Inequalities

Many critical research studies have documented the complex ways in which global policies on school curricula are reshaped at national and local levels. This paper focuses on the discourses which regulate the recontextualizations of global policies in local school settings. The paper presents an empirical study on the enactments of language curricula in the Greek school education system. Using Bernstein’s theory of knowledge pedagogization, we analyze data produced by semi-structured interviews and classroom observations in five lower secondary state schools with socially and ethnically diverse student populations, in the inner city of Athens. Our findings show that, while the socially disadvantaged schools are regulated by discourses on inclusion, in the more advantaged schools of the study regulative discourses are related to performance management concerns. The paper points to the potential implications of such discourses, claiming that challenging educational inequalities requires to identify and act upon the discourses regulating teachers’ practices.

Ανάλυση του εκπαιδευτικού λόγου: Αξιολογικά σχόλια των εκπαιδευτικών σε γραπτά κείμενα μαθητών

This paper concerns a research attempt at analyzing the professional educational discourse. Specifically, we investigate the evaluative comments of language teachers of the Greek secondary education on a number of high school students’ texts. The methodological tools of this study were the interaction analysis and the critical discourse analysis, according to the theory and the research practices of the analysis of the institutional discourse and the educational discourse. The results of this study show the essential influence of the traditional / pre – scientific discourse over the evaluative discourse of the teachers, and the asymmetry of knowledge characterizing the relationship between teachers and students in the institutional framework .

Tracing the occurrence of ocean sciences issues in Greek secondary education textbooks

This study aims to investigate the presence of ocean sciences issues in Greek secondary education (grades 7-12) science textbooks, in respect of the Ocean Literacy Framework. Content analysis was undertaken concerning both textual and pictorial materials of the Biology, Chemistry, Physics, and Geography – Geology courses. Results revealed that the textbooks under study contain limited and fragmented information with regard to the seven essential principles of the framework, while a comparison with the Ocean Literacy Scope & Sequence evidences inconsistencies. The suggestions arising from this study could help curriculum designers, textbook authors, marine educators, and marine scientists to cooperate on a wider scale towards the inclusion of ocean literacy topics into national curricula worldwide.