SCHOOL LEADERSHIP MODELS IN GREECE: PRACTICES OF PRIMARY SCHOOL LEADERS / ΜΟΝΤΕΛΑ ΣΧΟΛΙΚΗΣ ΗΓΕΣΙΑΣ ΣΤΗΝ ΕΛΛΑΔΑ: ΠΡΑΚΤΙΚΕΣ ΔΙΕΥΘΥΝΤΩΝ/ΤΡΙΩΝ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ
Abstract
One of the most critical factors associated with school effectiveness is school leadership. The purpose of our research was to study the practices of primary school principals regarding school leadership from the perspective of managerial, transformational, and instructional leadership models. The sample of the study consisted of 12 primary school principals who worked in Thessaloniki (Greece). A semi-structured interview was used as a data collection tool. Data were studied and categorized based on the method of hybrid thematic analysis. The results of the study showed that managerial model is dominant. Principals, though, developed the tendency to adopt modern models of leadership as well, the “narrow” version of instructional leadership model and the two of the four dimensions of transformational leadership model, Idealized influence and Ιndividual consideration. The conclusion is that although principals had adopted some aspects of modern leadership models, it is necessary for them to acquire knowledge and skills for the other dimensions also and to act accordingly. The Ministry of Education should design and implement training programs for principals, after conducting an investigation of training needs, in order to acquire more knowledge and skills concerning leadership and management so they can be more effective.
Ένας από τους πιο σημαντικούς παράγοντες που συνδέονται με τη σχολική αποτελεσματικότητα είναι η σχολική ηγεσία. Σκοπός της παρούσας έρευνας ήταν να μελετήσει τις πρακτικές διευθυντών/ντριων δημοτικής εκπαίδευσης σχετικά με τη σχολική ηγεσία υπό το πρίσμα των μοντέλων της διοικητικής, μετασχηματιστικής και καθοδηγητικής ηγεσίας. Το δείγμα της έρευνας αποτέλεσαν 12 διευθυντές/ντριες δημοτικών σχολείων της Θεσσαλονίκης. Ως ερευνητικό εργαλείο αξιοποιήθηκε η ημι-δομημένη συνέντευξη και ως ερευνητική τεχνική η υβριδική θεματική ανάλυση. Από τα αποτελέσματα της έρευνας προέκυψε πως το διοικητικό μοντέλο είναι κυρίαρχο στις πρακτικές των διευθυντών/ντριών, οι οποίες συνδέονται επίσης με τη «στενή» εκδοχή του καθοδηγητικού μοντέλου και τις δύο από τις τέσσερις διαστάσεις της μετασχηματιστικής ηγεσίας, την εξιδανικευμένη επιρροή και το εξατομικευμένο ενδιαφέρον. Ως συμπέρασμα προέκυψε η ανάγκη υλοποίησης επιμορφωτικών προγραμμάτων για διευθυντές/ντριες, μετά από διερεύνηση αναγκών, υπό την αιγίδα κρατικών φορέων της εκπαίδευσης, ώστε να αποκτήσουν γνώσεις και δεξιότητες και για τις υπόλοιπες διαστάσεις των σύγχρονων μοντέλων ηγεσίας και να ανταποκριθούν στις απαιτήσεις της θέσης ευθύνης που υπηρετούν.
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DOI: http://dx.doi.org/10.46827/ejes.v10i11.5061
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