Greek secondary school teachers' views on teacher evaluation: Implications for school culture and teachers’ autonomy.

Brouskelis, Charalampos (2024) Greek secondary school teachers' views on teacher evaluation: Implications for school culture and teachers’ autonomy. Doctoral thesis, University of East Anglia.

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Abstract

Teacher evaluation has become an increasingly important topic in education policy and research worldwide. Evaluation can provide valuable feedback to teachers, help identify areas for professional development, and ultimately lead to improved student outcomes and school improvement. Nevertheless, the implementation of teacher evaluation policies can be challenging, particularly in countries where there is a lack of tradition or history of evaluation. Greece is one such country, where teacher evaluation has not been formally implemented since 1982. The lack of tradition in teacher evaluation poses challenges for its implementation, particularly with regard to developing appropriate evaluation methods and creating a culture of collaboration and continuous improvement. Drawing on the theoretical framework of Scott’s institutional theory (2001), Bourdieu's habitus theory (1977) and Fullan's educational change theory (2015), this research examines the social and cultural factors that shape the habitus of Greek secondary school teachers and influence their attitudes towards teacher evaluation.

The chosen methodology involved a multi-methods qualitative approach with a qualitative survey informing the qualitative interviews. Overall, a total of 251 responses and 13 interviews were used to collect data from a diverse group of participants including teachers and educational officials. This approach allowed for a comprehensive understanding of the current perceptions and practices of teacher evaluation in Greek schools. The questionnaire provided a broad view on issues reported by a large sample, while the interviews allowed for a deeper exploration of the issues and perspectives.

In this research study, the aim was to investigate the perceptions of Greek teachers and educational officials on teacher evaluation in relation to teacher autonomy and school culture, as well as identify potential evaluation methods and strategies that can be effective in the Greek context. The findings suggest that the habitus of Greek teachers has been shaped by historical and cultural factors, including a legacy of resistance to external control and a cultural emphasis on independence and autonomy. Teachers perceive evaluation policies as a threat to their professional identity and status, leading to significant resistance to their implementation. This study provides valuable insights into the complexities that permeate teacher evaluation, offering fresh perspectives on the educational landscape in Greece. It uncovers the pivotal role of school culture and autonomy, shedding light on how these factors influence the implementation of educational policies. Furthermore, it reveals the significance of mistrust toward the government and teacher unions as influential elements in the policy adoption and execution process. Identifying these key factors that shape policy implementation, this research enriches the existing theoretical framework, enhancing the comprehension of the interplay between education, policy, and practice. The study proposes that policymakers and educational leaders should engage in more effective communication and negotiation with teachers, recognise the role of habitus in shaping the views and behaviours of teachers, and develop evaluation policies that are more aligned with the values and beliefs of teachers. This research offers insights into the challenges of implementing teacher evaluation policies in Greece and provides practical recommendations for creating a more productive and collaborative school culture.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	02 Sep 2024 08:29
Last Modified:	02 Sep 2024 08:29
URI:	https://ueaeprints.uea.ac.uk/id/eprint/96404
DOI:

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