Download - del for ating th ctivene Educa Leader
Facu
Receive
doi 10
Abstra
Educatithere iseffectivevaluatioccurreoutcomThese sschool ceffectivthe impoutcomstandardevaluatiFor thisbeen co
A MoEduca
PO Box
Tel 30-69
ulty of Soci
ed Decemb
5296irev8
ct
ional leaders a broad sveness Manion process
ed and the ismes of educastake holdercommunity
veness can blementation
mes in budgeds The purion model fs purpose aonducted in
odel forational
x 3118 Fra
936346617
Andre
PhD
ial Political
Panep
ber 30 2019
8i116341
ship has beescope for fny attempts t
for educatissue remainational leadrs according students l
be also assen of nationaleting handlirpose of thisfor assessingn extensive
n order to ex
r EvaluLeader
Andr
gma Therm
E-mail job
eas Dimopo
D Candidate
l and Econo
pistimioupo
9 Accept
UR
en studied infurther resethrow the yeonal leaderss timeless Tership cons
g to literaturlocal societyssed againsl educationaing and overs research ig educationae relative litxplore in d
70
uating thrship T
reas Dimop
mis Post Cod
b1jyahoo
oulos (Corre
e Departmen
omics Scien
oli Komotin
secrecon
ted January
RL https
n depth so farch in terears were unship many This study asidering the re review in y and admist their acadal policy adrcoming mais to design al leadershipterature rev
depth the mo
In
he EffeThe Ca
oulos
de 57001 T
ogr infoa
esponding a
nt of Econom
nces Demo
ni 69100 G
nduthgr
y 25 2020
doiorg10
far worldwidrms of meandergone inreactions raaims to intromost impobroader cat
inistrative pdemic and odministrativanagerial ob
a comprehp based on t
view in educost signific
nternational R
ectivenese of G
hessaloniki
andreasdimo
author)
mics
critus Univ
Greece
Published
5296irev8
de Howeveasuring edun Greece in oaised continoduce a mo
ortant stake tegories are
personnel Eoperational dve tasks and bstacles meeensive appthe results ocational leaant recipien
Research in EISSN 2
2020 Vol
httpiremacr
ess of Greece
i Greece
opoulosgr
versity of Th
d January 2
8i116341
er to our knoucational leaorder to estanuous chang
odel of assesholders tha
e the academEducational duty resultsrelative opeeting the leg
plicable andon the aboveadership stunts that edu
Education 2327-5499
8 No 1
rothinkorg
hrace
27 2020
owledge adership ablish an ges have ssing the at affect mic staff
leaderrsquos s such as erational gislation
d holistic e criteria
udies has ucational
leadershinfluencthe resuwho affwhich istudy aeducatioevaluatiimpact manageIt is of aeffectivEducaticommuthese stinfluenclearningcivilizatof schoeducatioto facilimprove
Keywo
1 Intro11 StatMany aeducatiosecondahave bethis situcompreaims toobjectiv12 MeaThe conacademSchoolsthat plaSleegerleadershsignificand ov
hip influencced recipienults of it Thfected by eis structureda relative lonal leaderion model of educati
erial staff ana great impo
veness for aional leader
unity Hencetake holderce in severag outcomestion and ev
ool leaders onal leaderlitate criterie education
rds Educat
oduction tement of thattempts thonal leaderary and higheen raised fruation contiehensive wao create an ave measuraasuring the ncept of ed
mics researcs in order toay a substars 2012) Nhip with an
cant efforts wer-time acc
ce and affecnts by educhus has beeducational d with particliterature rership presento be impleonal leader
nd students ortance to hall levels ofrs affect mae a broaders due to the
al micro and school cli
ventually nacould prov
to recognisia for impr
nal efficienc
tional leade
he Problem ahrow yearsrship effecther educati
rom academinues The may to measuappropriate able and com
Effectiveneducational lchers and edo check impantial role everthelessn acceptablwere made ceptable ev
ct direct or cational leaden designed leaders comcular questieview and nting whilemented in rship effectof an educa
have an evaluf education
any recipienr evaluatione fact that d macroeconimate localational econvide better use competenrovement oy
ership Mana
and Purposhave tried
tiveness inon Several
mic communmain issue iure the effec
assessmentmparative cress of Educaleadership aducational oprovement pin school many remale objectivin the direc
valuation m
71
indirect resdership coua model ba
mplimentedions for eac
a draft ofle the ultim
n real sampltiveness wiational orgaluation modn such as pnts such as sn model shoeducationalnomic criticl society bonomy compeunderstandi
nces to discovercome o
agement Ev
se of the Stud to evalu
n Greece inl evaluation
nity many chis if there cctiveness oft model of riteria ational Leadand its effeorganizationprocess ofteeffectiveneains to be de and effecction of this
model resul
In
spectively uld be the mased on the d with a quch broad catf a pilot evmate target le of particith respect nization
del for assesrimary secstudents facould involvl leadershipcal results sonds teacheetiveness Aing of the j
close weaknobstacles an
valuation m
udy uate and asn all level
n systems hahanges and ould be a trf educationeducational
dership ectiveness hns over timen examineess (Bruggeone in Greective systems however lting in ma
nternational R
The core idmost approp
most signifestionnaire tegory of stvaluation m
is in a focipants in oto subordin
sing the educondary andculty membve assessmep has a greasuch as studers behaviouA transparenjob left to esses in ord
nd eventual
model Effici
ssess educas of educaave organizfailures havransparent al leadershil leadership
has been stume from pas
the variousencate Luyece in assessm since dedid not resu
any reaction
Research in EISSN 2
2020 Vol
httpiremacr
dea is that tpriate evaluaficant stakeas evaluati
take holdersmodel in aollowing storder to prenates of ac
ucational lead higher edbers academent criteria at direct or dents achievurs ethics nt evaluatiobe done fo
der to work olly to prom
iency Effec
ational resuation particzed many rve been realstructured ip Thus th
p effectiven
udied by scst years untis leadership
yten Scheesing the eduespite the fult in a conns being r
Education 2327-5499
8 No 1
rothinkorg
the most ators for e holders ion tool s In this assessing tudy the esent the cademic
adership ducation mics and from all indirect
vements culture n model or every on them
mote and
ctiveness
ults and cular in
reactions ized and fair and
his study ess with
cientists il today p factors erens amp ucational fact that sistently aised in
particulsituationfaces a historicevaluatiand disdevelopissue ofeducatiomeasuraand its accountleadersh13 EduMany tiwhat arwhen aeffectivpossiblethese cathese in2 ReseThe genleadershquantitatry to prelevantResearcleadershand leadResearcobjectivResearcquantita21 InteAccordconstaneducatioon themhas becleadersfurther
lar with regan in such anmajor chal
cally been dion culture tstribution op reflectionf evaluatingonal managable concreevaluation it the overallhip defininucational Leimes there are those critea leader is veness of ee in order an be set fondividual criearch Questneral researhip is a resuative criteriaprovide a rt literature rch question hip Can thdership ch question ve and clearch questionative manneerest in Educing to Leith
ntly growinonal proces
m is sought ome deman The contininvolvemen
ard to the obn important llenge in dedistrusted that takes ref responsib draw conc
g the effectivgement andte criteria Mis studied thl educationa
ng specific eeadership Efare a varietyeria which d
effective ducational to realize w
or assessing iteria tions rch hypotheult which coa and indicaesponse thrreview 1 Who are
hey be credib
2 Could tr criteria andn 3 Can ther and evalucational Lehwood and
ng In theirss are systemAlso anoth
nding there nuous flow nt with it an
bjectivity ofissue is flui
eveloping aparticularly
esults as the bility (OECclusions andveness of edd leadershipMore specifhrough the dal environmefficacy criteEffectivenessy of questiondetermine leor not Thleadership
whether in ethe effectiv
esis in this sould be meaators Thererough the p
the most apble judges o
the outcomed which arehese criteriuated objectadership anRiehl (200view this
matically inher reason foare constanof the resu
d its results
72
f the assessmid and often
a culture ofy by the te first criterio
CD 2011 pd finally foducational lp correlatinfically the edesign of a
ment in all itseria accordis A Term Wns about leaeadership ashis study awith as cl
education cveness of ed
study is whasurable ade are three mprovision o
ppropriate raof the effec
es of the ede these ia be creditively nd Its Impor03) interests is becausnvestigatedor the intensntly changesults of varios On the oth
In
ment methon changeablf evaluationeaching proon or the bap 45) Thisormulate coeadership Ang the effeeffectivenesstandard ev
s dimensioning to those
With Several adership fors effective attempts toearly and a
can be estabducational l
hether the efdequately demain researf informati
aters of the tiveness of
ducational l
ible identif
rtance t in the fielse on the on the othe
se interest ins resulting ious researchher hand th
nternational R
ods and the ce Accordin
n as externaofession Oasis for imprs research ncrete propAim of this ectiveness oss of the eduvaluation mns and all poe recipients
Meanings r example ifor in a more
describe adequately blished objeleadership a
ffectivenessefined by relch questionon that wil
educationalthe educati
leadership b
fied set w
ld of educatone hand er hand then the field ofin new challhes on leadeis results in
Research in EISSN 2
2020 Vol
httpiremacr
criteria and ng to OECDal evaluatio
Overall therprovement st
was carriedposals on thwork is to fof leadershucational lea
model that taotential recip
f this is effee simplifiedand delinedefined cri
ective criterand which c
s of the edulative quali
ns on whichll emerge f
l administraional admin
be measurab
with qualitat
ational leadethe results
e leadersrsquo inf education lenges emer
dership reignn increased c
Education 2327-5499
8 No 1
rothinkorg
thus the D Greece ons have re is no trategies d out to he major focus on hip with adership akes into pients of
ective or d version eate the iteria as ria how could be
ucational tative or
h we will from the
ation and nistration
ble with
tive and
ership is s of the nfluence is that it
rging for nites the criticism
of schooexecutivsuccessthey doadminisevaluateSchool key rolteachersto imprleadershone of tof the m(Cohenthat a prsatisfachas veryinfluencworkingthat pri(Halling2008) Tthe schosmooth involveparentsthe listi22 EvaCriteriaThe pheof achieeducatiothereforto all oschool cfor all undergoimproveand perwhich mhead mOn the behave
ol educatioves Accor
sfully to the o not adequstrative strued-accountaleadership h
le in impros as well asrove the effhip is considthe success most influe McCabe rincipalrsquos le
ction and effy high impace the motivg environmincipal leadger amp HeckThe role of tool unit theoperation
ed or are r depend to ng of the re
aluation of Ea of Effectivenomenon oeving the reonal leadersre its effectof them Focommunityof them A
one which ement evalrformancerdquomakes senseay identify other sideat home a
onal leaders ding to theguidance of
uately explouctures do nable to a shas become
oving schoos the school ficiency anddered very ifactors of th
ential factorMichelli amp
eadership styficacy to levact on the imvation and p
ment (Pont Ndership cank 1996 Mathe leader ine creation of
constitute recipients oa large exte
elevant bibliEducationaveness of leadershiesults whichship in an etiveness muor example educationaA number frequently luation mo All these te to be connschools eff parentsrsquo cand their p
and findinge school lef their suboroit new technot provide atisfactory
e a priority iol outcomesclimate andd equity ofimportant fohe schools (rs in the deamp Pickeral yle and skillvels of engamprovemenperformancNusche amp M
have indirarzano Wan education f a vision inan importanf any form ent on the diography l Leadership
p and its efh in turn reladucational o
ust be studie pupils or al policy ouof terms anamong othenitoring reterms makenected with fectiveness could underperformance
73
gs which foceadership crdinates in thnologies othe requiredextent acco
in educations by influed environmef schooling for the prom(Edmonds
evelopment 2009) Mucls impact a agement andnt of the resce of teacherMoorman 2rect but a aters amp Mcis importan
n this humant mission
m of educatidecisions of
ip Is a Matt
ffects are ineate to a set oorganizationed in the ligstudents te
utcomes andnd concepter include ldquo
eviewing ske the concepeffort and aas the pupirstand schoe at nation
In
cus mainly oriticism sc
terms of impof it do notd services toording to tn policy ageencing the ment Effectiv
(OECD 2motion of the
1979) Schoof the qua
ch of the pvariety of ted academic sults of the rs by creatin
2008) Moresignificant
cNulty 200nt and the acan potential
In additionional leaderthe educati
ter of Relat
evitably intof criteria ann undoubtedght of the peachers admd the role ofts regardingldquocompetentkilled appropt of effectaccomplishmls performa
ools effectinal examina
nternational R
on the deficchool leadeproving theit revise-chao all studentthe standardendas internmotivations
ve school lea008) The r
e objectives ool leader ility and chrevious reseeacher charaemphasis (Bschool havng the appreover resea
impact on5 Robinsonchievement and the furt
n the differrship such aonal leader
tive but Con
erconnectednd parametedly has mulositive andministrativef educationag education accountabopriatenessiveness a vments For ance in the veness in tations Soc
Research in EISSN 2
2020 Vol
httpiremacr
ciency of eders do not ir teaching pange their o
nts while finds (Elmorenationally Its and capacadership is erole of edu of educatio
is considereharacter of aearch demoacteristics fBird et al 2
ving the potropriate climarch has detn student ouon Lloyd ampt of the objecther planninrent groups as teachersas we can s
ncurrently D
d with the ners The exeltiple recipi
dor negativee staff the al leader arenal effectivbility devel efficiency
very broad mexample thfinal examithe way thciety possib
Education 2327-5499
8 No 1
rothinkorg
ducation respond
practices outdated nally not 2002) t plays a cities of essential ucational on and is d as one a school onstrates from job 2009) It tential to mate and termined utcomes
amp Rows ctives of ng for its
that are pupils see from
Different
necessity ercise of ents and e effects broader
e crucial eness is lopment
y quality meaning e school inations e pupils bly will
observeCommomarkersspecificstaff byteachersmaximuparentaproductnever pand sucMany omissionStrongeeducatioin relatiGrigsbyespeciaMapp 22015 PAlso othschool u(Catanoexperienof strateperceptsmooth materiacollaborthrough(1999) learningmutual confideof the influencinformaEducatiof systethroughperformmemberinforma
e the schoolonwealth Ses of interncally describy the heads structuredum communl and comtive divisionpossible for ccessful (Drof the internn and achieve 2006) Thonal schooion to many y Peters 20lly in relati2002 Leith
Portin et alher researchunit (Macbeo amp Strongnce in matteegies and mion of scho
operation al-Guide to eration inter
hout the eduan effectiveg opportunirespect set
ence createsschool hasce the memation collabional leaderems that enshout a set ofmance evalurs of work fation to info
ls effectiveecretariat (1nal performbes the indi the involvd lessons inication betmmunity inn of laboura school w
rucker 2012ationally ac
vement of ghe role of ll and the endifferent pa
015) creatinion to studehwood 200 2009) and hers looked eath 2001)ge 2006) ers of admin
methods and ool as a livi
as well aeducationalrest that conucational ce director mities It hasts goals ands positive ps the ability
mbers of theborate with rship and msure the impf integrated puation can onfit into the worm educati
eness in term1993) in its mance worcators of Sc
vement of tntellectuallytween teachnvolvementr among teawhich does 2) ccepted charoals are theleadership intire educatiarameters sng a sense ent outcom2 Leithwoteachers exat the effec the correlaThe effec
nistration anexpertise inng organism
as to the p act c) to juntribute to tommunity
motivates stus a stable ad conducts pleasant andy to guide school com
pupils paremanagement plementatiopractices innly be optimwhole organonal policy
74
ms of the g report descrking extechool Effecthe heads oy challengi
hers and pupt positive achers and not meet th
racteristics oe product ofin educatioion systemsuch as the sof commun
mes for exaood et al 20xpectations ctiveness ofation betwective directnd educationn economicm where thperception ustice undethe developm(Stravakou
udents and eadministrativ
them has d creative cstudents an
mmunity anents teachinprocesses
on of educatn order to acmised throunization sys
y and strateg
In
good moral cribes the sernal concectiveness asof departmeng teaching
pils efficienclimate c
good parenhe expectati
of school eff an effectivn is of cata and its effe
school climanity in schoample pupil004 OECDfrom the sch
f leadership een evaluatitor possessn and skills cs constructe human faof the ana
erstanding lment of stro 2003) Aseducators anve path crflexibility limate rationd enforce
nd to lead thng staff andinvolve the
tional policihieve speci
ugh a clear ustem It lookgy and invol
nternational R
mannersrsquo ochool effec
erns and s ldquoPurposefuent the invg work-cennt and accurconsistency
ntal reportrdquoions of soc
fficiency sucve school leaalytic imporectiveness hate (Cliffordol (Beck amps achievem
D 2013 Allehool leader through sel
ion and perfes profounconsisting otion and othactor is the alytical proleniency apong interpers they say nd promoteedibility crand takes ionally mana
disciplinehem to posiother bodie
e arrangemeies strategiefic educatiounderstandinks at how mlves the app
Research in EISSN 2
2020 Vol
httpiremacr
of the childrctiveness asstaff outputful leadershivolvement ntered envirrate record ky among t Nevertheleciety to be e
uch as sharedadership (C
ortance for bhas been resd et al 2012
amp Foster 19ment (Henden Grigsby(Thompson
lf-assessmenformance stnd knowledof a) the poher matters bkey to bala
ogram as appreciation rsonal relatEverard amp
es the offer reates a cliinitiatives Iages the eco has the abitive resultses ent and depes and actio
onal targetsng of how d
managementplication of
Education 2327-5499
8 No 1
rothinkorg
ren The general t More ip of the of other ronment keeping teachers ess it is effective
d vision Catano amp both the searched 2 Allen 999) and erson amp
y Peters n 2017) nt of the tandards dge and ssession b) in the
ance and a single respect
ionships Morris
of equal imate of It shows onomics bility to
s collect
loyment on plans Process different t gathers systems
standardprocesswith debe effedecisionfurther Hence quantitasuch as could b23 ThePoints 231 ScUntil th1967-741980s school awere mimplemevaluatipedagogeducatioand evenon-impforms self-eva2017 pit was vas puniautonom232 SeStartingself-evaschoolsDecisiois requi233 TeIn paralteacher their tensubject relevant
ds coverings performanesirable resuectively hanns at all m(Schoderbean evaluati
ative criteriaacademic ae more effee Evaluatio
chool and The 1980s tea4 military rand againstadvisors wa
meant to unmented A la
ion was nogical guidaonal evaluaen some stuplementatioof educatioaluation of 56) But ac
very hard to itive and comy (IEP 20elf-Evaluatig from the 2aluation becs The legislon 30972Γ1red to set iteacher Apprllel to schoappraisal s
nure in posto appraisa
t education
g quality mnce is well dults then genndled and c
management ek Cosier ampion of leadea of achieveand adminisective objecon of Educa
Teacher Evaacher evaluaregime inst this historas introducendertake thater law (Lat implemen
ance and sution in schoudents and on in practional evaluaschool unit
ccording to Idevelop a c
ontrolling m016) ion of Schoo201314 schcame complation (Circu105-03-201ts own educraisal ol self-evalystem to be
sts of respoal by their advisors on
management documentednerates factcontinuousllevels that
amp Aplin 198er effectiveement towarstrative stafctively accoational Syst
luation in Gation was thpection becrical backgred Accordihe evaluatiow 1566 of
nted during tupport to teools were me
parents leaice In the ation focuss rather thaInstitute of Eculture of evmeans jeop
ols hool year anpulsory for ulars 3097314) states thational goal
uation a pre implemennsibility Arespective
n education
75
systems (Ld and analyss on the basly improvet in turn im88) eness based rds targets wff students ountable mtem in Gre
Greece he job of schcame assocround insping to the thon of the e1985) whicthe 1980s Seachers Sevet with fiercading eithe2000s the sing on than on indivEducationalvaluation ofpardising ra
nd followinr all types C105-03-
hat at the bels and plan
residential dnted from 20According to
line managnal matters
In
Lewis Goosed with a msis of whichd This fun
mprove edu
in transparwhich have b
school commetricate andeece A Sho
hool inspectciated with pection washen law (Leducationalch also incluSchool adviveral attemce oppositior to their foemphasis c
he evaluatiovidual teachl Policy the f them and aather than r
ng a two-yeof pre-prim2013 1900ginning of ehow to reac
decree (PD01415 linko this propogers on admso a teache
nternational R
odman amp Fmethodical h the procesnctional infucational pr
rent objectibeen set fro
mmunity incd broader acort Retrospe
tors and parpolitical coabolished
1304 of 198l system buded referesors concenpts in the
on by teacheormal invalchanged to on of educhers (Verdis
context remassessment einforcing
ar pilot promary prima89C110-1each schoolch them (OE
D 1522013ked to teachosal educatministrativeerrsquos appraisa
Research in EISSN 2
2020 Vol
httpiremacr
Fandt 1995)way and co
sses in quesformation srocess perfo
ive qualitaom all stake corporating ccepted modection and
rticularly duontrol In th and the sy82) school but this waences to eduntrated on pr1990s to in
ersrsquo unions lidation or more parti
cational wos 2002) in mained one i
as it was ofschool and
oject annuaary and se2-2013 Mil year everyECD 2017
3) introducehersrsquo promotion staff w
e matters aal would be
Education 2327-5499
8 No 1
rothinkorg
) When ompared stion can supports ormance
tive and holders parents
del Critical
uring the he early ystem of advisors
as never ucational roviding ntroduce teachers to their
icipative ork and (OECD in which ften seen d teacher
al school econdary inisterial y school p 56)
ed a new tion and
would be and their e carried
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
leadershinfluencthe resuwho affwhich istudy aeducatioevaluatiimpact manageIt is of aeffectivEducaticommuthese stinfluenclearningcivilizatof schoeducatioto facilimprove
Keywo
1 Intro11 StatMany aeducatiosecondahave bethis situcompreaims toobjectiv12 MeaThe conacademSchoolsthat plaSleegerleadershsignificand ov
hip influencced recipienults of it Thfected by eis structureda relative lonal leaderion model of educati
erial staff ana great impo
veness for aional leader
unity Hencetake holderce in severag outcomestion and ev
ool leaders onal leaderlitate criterie education
rds Educat
oduction tement of thattempts thonal leaderary and higheen raised fruation contiehensive wao create an ave measuraasuring the ncept of ed
mics researcs in order toay a substars 2012) Nhip with an
cant efforts wer-time acc
ce and affecnts by educhus has beeducational d with particliterature rership presento be impleonal leader
nd students ortance to hall levels ofrs affect mae a broaders due to the
al micro and school cli
ventually nacould prov
to recognisia for impr
nal efficienc
tional leade
he Problem ahrow yearsrship effecther educati
rom academinues The may to measuappropriate able and com
Effectiveneducational lchers and edo check impantial role everthelessn acceptablwere made ceptable ev
ct direct or cational leaden designed leaders comcular questieview and nting whilemented in rship effectof an educa
have an evaluf education
any recipienr evaluatione fact that d macroeconimate localational econvide better use competenrovement oy
ership Mana
and Purposhave tried
tiveness inon Several
mic communmain issue iure the effec
assessmentmparative cress of Educaleadership aducational oprovement pin school many remale objectivin the direc
valuation m
71
indirect resdership coua model ba
mplimentedions for eac
a draft ofle the ultim
n real sampltiveness wiational orgaluation modn such as pnts such as sn model shoeducationalnomic criticl society bonomy compeunderstandi
nces to discovercome o
agement Ev
se of the Stud to evalu
n Greece inl evaluation
nity many chis if there cctiveness oft model of riteria ational Leadand its effeorganizationprocess ofteeffectiveneains to be de and effecction of this
model resul
In
spectively uld be the mased on the d with a quch broad catf a pilot evmate target le of particith respect nization
del for assesrimary secstudents facould involvl leadershipcal results sonds teacheetiveness Aing of the j
close weaknobstacles an
valuation m
udy uate and asn all level
n systems hahanges and ould be a trf educationeducational
dership ectiveness hns over timen examineess (Bruggeone in Greective systems however lting in ma
nternational R
The core idmost approp
most signifestionnaire tegory of stvaluation m
is in a focipants in oto subordin
sing the educondary andculty membve assessmep has a greasuch as studers behaviouA transparenjob left to esses in ord
nd eventual
model Effici
ssess educas of educaave organizfailures havransparent al leadershil leadership
has been stume from pas
the variousencate Luyece in assessm since dedid not resu
any reaction
Research in EISSN 2
2020 Vol
httpiremacr
dea is that tpriate evaluaficant stakeas evaluati
take holdersmodel in aollowing storder to prenates of ac
ucational lead higher edbers academent criteria at direct or dents achievurs ethics nt evaluatiobe done fo
der to work olly to prom
iency Effec
ational resuation particzed many rve been realstructured ip Thus th
p effectiven
udied by scst years untis leadership
yten Scheesing the eduespite the fult in a conns being r
Education 2327-5499
8 No 1
rothinkorg
the most ators for e holders ion tool s In this assessing tudy the esent the cademic
adership ducation mics and from all indirect
vements culture n model or every on them
mote and
ctiveness
ults and cular in
reactions ized and fair and
his study ess with
cientists il today p factors erens amp ucational fact that sistently aised in
particulsituationfaces a historicevaluatiand disdevelopissue ofeducatiomeasuraand its accountleadersh13 EduMany tiwhat arwhen aeffectivpossiblethese cathese in2 ReseThe genleadershquantitatry to prelevantResearcleadershand leadResearcobjectivResearcquantita21 InteAccordconstaneducatioon themhas becleadersfurther
lar with regan in such anmajor chal
cally been dion culture tstribution op reflectionf evaluatingonal managable concreevaluation it the overallhip defininucational Leimes there are those critea leader is veness of ee in order an be set fondividual criearch Questneral researhip is a resuative criteriaprovide a rt literature rch question hip Can thdership ch question ve and clearch questionative manneerest in Educing to Leith
ntly growinonal proces
m is sought ome deman The contininvolvemen
ard to the obn important llenge in dedistrusted that takes ref responsib draw conc
g the effectivgement andte criteria Mis studied thl educationa
ng specific eeadership Efare a varietyeria which d
effective ducational to realize w
or assessing iteria tions rch hypotheult which coa and indicaesponse thrreview 1 Who are
hey be credib
2 Could tr criteria andn 3 Can ther and evalucational Lehwood and
ng In theirss are systemAlso anoth
nding there nuous flow nt with it an
bjectivity ofissue is flui
eveloping aparticularly
esults as the bility (OECclusions andveness of edd leadershipMore specifhrough the dal environmefficacy criteEffectivenessy of questiondetermine leor not Thleadership
whether in ethe effectiv
esis in this sould be meaators Thererough the p
the most apble judges o
the outcomed which arehese criteriuated objectadership anRiehl (200view this
matically inher reason foare constanof the resu
d its results
72
f the assessmid and often
a culture ofy by the te first criterio
CD 2011 pd finally foducational lp correlatinfically the edesign of a
ment in all itseria accordis A Term Wns about leaeadership ashis study awith as cl
education cveness of ed
study is whasurable ade are three mprovision o
ppropriate raof the effec
es of the ede these ia be creditively nd Its Impor03) interests is becausnvestigatedor the intensntly changesults of varios On the oth
In
ment methon changeablf evaluationeaching proon or the bap 45) Thisormulate coeadership Ang the effeeffectivenesstandard ev
s dimensioning to those
With Several adership fors effective attempts toearly and a
can be estabducational l
hether the efdequately demain researf informati
aters of the tiveness of
ducational l
ible identif
rtance t in the fielse on the on the othe
se interest ins resulting ious researchher hand th
nternational R
ods and the ce Accordin
n as externaofession Oasis for imprs research ncrete propAim of this ectiveness oss of the eduvaluation mns and all poe recipients
Meanings r example ifor in a more
describe adequately blished objeleadership a
ffectivenessefined by relch questionon that wil
educationalthe educati
leadership b
fied set w
ld of educatone hand er hand then the field ofin new challhes on leadeis results in
Research in EISSN 2
2020 Vol
httpiremacr
criteria and ng to OECDal evaluatio
Overall therprovement st
was carriedposals on thwork is to fof leadershucational lea
model that taotential recip
f this is effee simplifiedand delinedefined cri
ective criterand which c
s of the edulative quali
ns on whichll emerge f
l administraional admin
be measurab
with qualitat
ational leadethe results
e leadersrsquo inf education lenges emer
dership reignn increased c
Education 2327-5499
8 No 1
rothinkorg
thus the D Greece ons have re is no trategies d out to he major focus on hip with adership akes into pients of
ective or d version eate the iteria as ria how could be
ucational tative or
h we will from the
ation and nistration
ble with
tive and
ership is s of the nfluence is that it
rging for nites the criticism
of schooexecutivsuccessthey doadminisevaluateSchool key rolteachersto imprleadershone of tof the m(Cohenthat a prsatisfachas veryinfluencworkingthat pri(Halling2008) Tthe schosmooth involveparentsthe listi22 EvaCriteriaThe pheof achieeducatiothereforto all oschool cfor all undergoimproveand perwhich mhead mOn the behave
ol educatioves Accor
sfully to the o not adequstrative strued-accountaleadership h
le in impros as well asrove the effhip is considthe success most influe McCabe rincipalrsquos le
ction and effy high impace the motivg environmincipal leadger amp HeckThe role of tool unit theoperation
ed or are r depend to ng of the re
aluation of Ea of Effectivenomenon oeving the reonal leadersre its effectof them Focommunityof them A
one which ement evalrformancerdquomakes senseay identify other sideat home a
onal leaders ding to theguidance of
uately explouctures do nable to a shas become
oving schoos the school ficiency anddered very ifactors of th
ential factorMichelli amp
eadership styficacy to levact on the imvation and p
ment (Pont Ndership cank 1996 Mathe leader ine creation of
constitute recipients oa large exte
elevant bibliEducationaveness of leadershiesults whichship in an etiveness muor example educationaA number frequently luation mo All these te to be connschools eff parentsrsquo cand their p
and findinge school lef their suboroit new technot provide atisfactory
e a priority iol outcomesclimate andd equity ofimportant fohe schools (rs in the deamp Pickeral yle and skillvels of engamprovemenperformancNusche amp M
have indirarzano Wan education f a vision inan importanf any form ent on the diography l Leadership
p and its efh in turn reladucational o
ust be studie pupils or al policy ouof terms anamong othenitoring reterms makenected with fectiveness could underperformance
73
gs which foceadership crdinates in thnologies othe requiredextent acco
in educations by influed environmef schooling for the prom(Edmonds
evelopment 2009) Mucls impact a agement andnt of the resce of teacherMoorman 2rect but a aters amp Mcis importan
n this humant mission
m of educatidecisions of
ip Is a Matt
ffects are ineate to a set oorganizationed in the ligstudents te
utcomes andnd concepter include ldquo
eviewing ske the concepeffort and aas the pupirstand schoe at nation
In
cus mainly oriticism sc
terms of impof it do notd services toording to tn policy ageencing the ment Effectiv
(OECD 2motion of the
1979) Schoof the qua
ch of the pvariety of ted academic sults of the rs by creatin
2008) Moresignificant
cNulty 200nt and the acan potential
In additionional leaderthe educati
ter of Relat
evitably intof criteria ann undoubtedght of the peachers admd the role ofts regardingldquocompetentkilled appropt of effectaccomplishmls performa
ools effectinal examina
nternational R
on the deficchool leadeproving theit revise-chao all studentthe standardendas internmotivations
ve school lea008) The r
e objectives ool leader ility and chrevious reseeacher charaemphasis (Bschool havng the appreover resea
impact on5 Robinsonchievement and the furt
n the differrship such aonal leader
tive but Con
erconnectednd parametedly has mulositive andministrativef educationag education accountabopriatenessiveness a vments For ance in the veness in tations Soc
Research in EISSN 2
2020 Vol
httpiremacr
ciency of eders do not ir teaching pange their o
nts while finds (Elmorenationally Its and capacadership is erole of edu of educatio
is considereharacter of aearch demoacteristics fBird et al 2
ving the potropriate climarch has detn student ouon Lloyd ampt of the objecther planninrent groups as teachersas we can s
ncurrently D
d with the ners The exeltiple recipi
dor negativee staff the al leader arenal effectivbility devel efficiency
very broad mexample thfinal examithe way thciety possib
Education 2327-5499
8 No 1
rothinkorg
ducation respond
practices outdated nally not 2002) t plays a cities of essential ucational on and is d as one a school onstrates from job 2009) It tential to mate and termined utcomes
amp Rows ctives of ng for its
that are pupils see from
Different
necessity ercise of ents and e effects broader
e crucial eness is lopment
y quality meaning e school inations e pupils bly will
observeCommomarkersspecificstaff byteachersmaximuparentaproductnever pand sucMany omissionStrongeeducatioin relatiGrigsbyespeciaMapp 22015 PAlso othschool u(Catanoexperienof strateperceptsmooth materiacollaborthrough(1999) learningmutual confideof the influencinformaEducatiof systethroughperformmemberinforma
e the schoolonwealth Ses of interncally describy the heads structuredum communl and comtive divisionpossible for ccessful (Drof the internn and achieve 2006) Thonal schooion to many y Peters 20lly in relati2002 Leith
Portin et alher researchunit (Macbeo amp Strongnce in matteegies and mion of scho
operation al-Guide to eration inter
hout the eduan effectiveg opportunirespect set
ence createsschool hasce the memation collabional leaderems that enshout a set ofmance evalurs of work fation to info
ls effectiveecretariat (1nal performbes the indi the involvd lessons inication betmmunity inn of laboura school w
rucker 2012ationally ac
vement of ghe role of ll and the endifferent pa
015) creatinion to studehwood 200 2009) and hers looked eath 2001)ge 2006) ers of admin
methods and ool as a livi
as well aeducationalrest that conucational ce director mities It hasts goals ands positive ps the ability
mbers of theborate with rship and msure the impf integrated puation can onfit into the worm educati
eness in term1993) in its mance worcators of Sc
vement of tntellectuallytween teachnvolvementr among teawhich does 2) ccepted charoals are theleadership intire educatiarameters sng a sense ent outcom2 Leithwoteachers exat the effec the correlaThe effec
nistration anexpertise inng organism
as to the p act c) to juntribute to tommunity
motivates stus a stable ad conducts pleasant andy to guide school com
pupils paremanagement plementatiopractices innly be optimwhole organonal policy
74
ms of the g report descrking extechool Effecthe heads oy challengi
hers and pupt positive achers and not meet th
racteristics oe product ofin educatioion systemsuch as the sof commun
mes for exaood et al 20xpectations ctiveness ofation betwective directnd educationn economicm where thperception ustice undethe developm(Stravakou
udents and eadministrativ
them has d creative cstudents an
mmunity anents teachinprocesses
on of educatn order to acmised throunization sys
y and strateg
In
good moral cribes the sernal concectiveness asof departmeng teaching
pils efficienclimate c
good parenhe expectati
of school eff an effectivn is of cata and its effe
school climanity in schoample pupil004 OECDfrom the sch
f leadership een evaluatitor possessn and skills cs constructe human faof the ana
erstanding lment of stro 2003) Aseducators anve path crflexibility limate rationd enforce
nd to lead thng staff andinvolve the
tional policihieve speci
ugh a clear ustem It lookgy and invol
nternational R
mannersrsquo ochool effec
erns and s ldquoPurposefuent the invg work-cennt and accurconsistency
ntal reportrdquoions of soc
fficiency sucve school leaalytic imporectiveness hate (Cliffordol (Beck amps achievem
D 2013 Allehool leader through sel
ion and perfes profounconsisting otion and othactor is the alytical proleniency apong interpers they say nd promoteedibility crand takes ionally mana
disciplinehem to posiother bodie
e arrangemeies strategiefic educatiounderstandinks at how mlves the app
Research in EISSN 2
2020 Vol
httpiremacr
of the childrctiveness asstaff outputful leadershivolvement ntered envirrate record ky among t Nevertheleciety to be e
uch as sharedadership (C
ortance for bhas been resd et al 2012
amp Foster 19ment (Henden Grigsby(Thompson
lf-assessmenformance stnd knowledof a) the poher matters bkey to bala
ogram as appreciation rsonal relatEverard amp
es the offer reates a cliinitiatives Iages the eco has the abitive resultses ent and depes and actio
onal targetsng of how d
managementplication of
Education 2327-5499
8 No 1
rothinkorg
ren The general t More ip of the of other ronment keeping teachers ess it is effective
d vision Catano amp both the searched 2 Allen 999) and erson amp
y Peters n 2017) nt of the tandards dge and ssession b) in the
ance and a single respect
ionships Morris
of equal imate of It shows onomics bility to
s collect
loyment on plans Process different t gathers systems
standardprocesswith debe effedecisionfurther Hence quantitasuch as could b23 ThePoints 231 ScUntil th1967-741980s school awere mimplemevaluatipedagogeducatioand evenon-impforms self-eva2017 pit was vas puniautonom232 SeStartingself-evaschoolsDecisiois requi233 TeIn paralteacher their tensubject relevant
ds coverings performanesirable resuectively hanns at all m(Schoderbean evaluati
ative criteriaacademic ae more effee Evaluatio
chool and The 1980s tea4 military rand againstadvisors wa
meant to unmented A la
ion was nogical guidaonal evaluaen some stuplementatioof educatioaluation of 56) But ac
very hard to itive and comy (IEP 20elf-Evaluatig from the 2aluation becs The legislon 30972Γ1red to set iteacher Apprllel to schoappraisal s
nure in posto appraisa
t education
g quality mnce is well dults then genndled and c
management ek Cosier ampion of leadea of achieveand adminisective objecon of Educa
Teacher Evaacher evaluaregime inst this historas introducendertake thater law (Lat implemen
ance and sution in schoudents and on in practional evaluaschool unit
ccording to Idevelop a c
ontrolling m016) ion of Schoo201314 schcame complation (Circu105-03-201ts own educraisal ol self-evalystem to be
sts of respoal by their advisors on
management documentednerates factcontinuousllevels that
amp Aplin 198er effectiveement towarstrative stafctively accoational Syst
luation in Gation was thpection becrical backgred Accordihe evaluatiow 1566 of
nted during tupport to teools were me
parents leaice In the ation focuss rather thaInstitute of Eculture of evmeans jeop
ols hool year anpulsory for ulars 3097314) states thational goal
uation a pre implemennsibility Arespective
n education
75
systems (Ld and analyss on the basly improvet in turn im88) eness based rds targets wff students ountable mtem in Gre
Greece he job of schcame assocround insping to the thon of the e1985) whicthe 1980s Seachers Sevet with fiercading eithe2000s the sing on than on indivEducationalvaluation ofpardising ra
nd followinr all types C105-03-
hat at the bels and plan
residential dnted from 20According to
line managnal matters
In
Lewis Goosed with a msis of whichd This fun
mprove edu
in transparwhich have b
school commetricate andeece A Sho
hool inspectciated with pection washen law (Leducationalch also incluSchool adviveral attemce oppositior to their foemphasis c
he evaluatiovidual teachl Policy the f them and aather than r
ng a two-yeof pre-prim2013 1900ginning of ehow to reac
decree (PD01415 linko this propogers on admso a teache
nternational R
odman amp Fmethodical h the procesnctional infucational pr
rent objectibeen set fro
mmunity incd broader acort Retrospe
tors and parpolitical coabolished
1304 of 198l system buded referesors concenpts in the
on by teacheormal invalchanged to on of educhers (Verdis
context remassessment einforcing
ar pilot promary prima89C110-1each schoolch them (OE
D 1522013ked to teachosal educatministrativeerrsquos appraisa
Research in EISSN 2
2020 Vol
httpiremacr
Fandt 1995)way and co
sses in quesformation srocess perfo
ive qualitaom all stake corporating ccepted modection and
rticularly duontrol In th and the sy82) school but this waences to eduntrated on pr1990s to in
ersrsquo unions lidation or more parti
cational wos 2002) in mained one i
as it was ofschool and
oject annuaary and se2-2013 Mil year everyECD 2017
3) introducehersrsquo promotion staff w
e matters aal would be
Education 2327-5499
8 No 1
rothinkorg
) When ompared stion can supports ormance
tive and holders parents
del Critical
uring the he early ystem of advisors
as never ucational roviding ntroduce teachers to their
icipative ork and (OECD in which ften seen d teacher
al school econdary inisterial y school p 56)
ed a new tion and
would be and their e carried
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
particulsituationfaces a historicevaluatiand disdevelopissue ofeducatiomeasuraand its accountleadersh13 EduMany tiwhat arwhen aeffectivpossiblethese cathese in2 ReseThe genleadershquantitatry to prelevantResearcleadershand leadResearcobjectivResearcquantita21 InteAccordconstaneducatioon themhas becleadersfurther
lar with regan in such anmajor chal
cally been dion culture tstribution op reflectionf evaluatingonal managable concreevaluation it the overallhip defininucational Leimes there are those critea leader is veness of ee in order an be set fondividual criearch Questneral researhip is a resuative criteriaprovide a rt literature rch question hip Can thdership ch question ve and clearch questionative manneerest in Educing to Leith
ntly growinonal proces
m is sought ome deman The contininvolvemen
ard to the obn important llenge in dedistrusted that takes ref responsib draw conc
g the effectivgement andte criteria Mis studied thl educationa
ng specific eeadership Efare a varietyeria which d
effective ducational to realize w
or assessing iteria tions rch hypotheult which coa and indicaesponse thrreview 1 Who are
hey be credib
2 Could tr criteria andn 3 Can ther and evalucational Lehwood and
ng In theirss are systemAlso anoth
nding there nuous flow nt with it an
bjectivity ofissue is flui
eveloping aparticularly
esults as the bility (OECclusions andveness of edd leadershipMore specifhrough the dal environmefficacy criteEffectivenessy of questiondetermine leor not Thleadership
whether in ethe effectiv
esis in this sould be meaators Thererough the p
the most apble judges o
the outcomed which arehese criteriuated objectadership anRiehl (200view this
matically inher reason foare constanof the resu
d its results
72
f the assessmid and often
a culture ofy by the te first criterio
CD 2011 pd finally foducational lp correlatinfically the edesign of a
ment in all itseria accordis A Term Wns about leaeadership ashis study awith as cl
education cveness of ed
study is whasurable ade are three mprovision o
ppropriate raof the effec
es of the ede these ia be creditively nd Its Impor03) interests is becausnvestigatedor the intensntly changesults of varios On the oth
In
ment methon changeablf evaluationeaching proon or the bap 45) Thisormulate coeadership Ang the effeeffectivenesstandard ev
s dimensioning to those
With Several adership fors effective attempts toearly and a
can be estabducational l
hether the efdequately demain researf informati
aters of the tiveness of
ducational l
ible identif
rtance t in the fielse on the on the othe
se interest ins resulting ious researchher hand th
nternational R
ods and the ce Accordin
n as externaofession Oasis for imprs research ncrete propAim of this ectiveness oss of the eduvaluation mns and all poe recipients
Meanings r example ifor in a more
describe adequately blished objeleadership a
ffectivenessefined by relch questionon that wil
educationalthe educati
leadership b
fied set w
ld of educatone hand er hand then the field ofin new challhes on leadeis results in
Research in EISSN 2
2020 Vol
httpiremacr
criteria and ng to OECDal evaluatio
Overall therprovement st
was carriedposals on thwork is to fof leadershucational lea
model that taotential recip
f this is effee simplifiedand delinedefined cri
ective criterand which c
s of the edulative quali
ns on whichll emerge f
l administraional admin
be measurab
with qualitat
ational leadethe results
e leadersrsquo inf education lenges emer
dership reignn increased c
Education 2327-5499
8 No 1
rothinkorg
thus the D Greece ons have re is no trategies d out to he major focus on hip with adership akes into pients of
ective or d version eate the iteria as ria how could be
ucational tative or
h we will from the
ation and nistration
ble with
tive and
ership is s of the nfluence is that it
rging for nites the criticism
of schooexecutivsuccessthey doadminisevaluateSchool key rolteachersto imprleadershone of tof the m(Cohenthat a prsatisfachas veryinfluencworkingthat pri(Halling2008) Tthe schosmooth involveparentsthe listi22 EvaCriteriaThe pheof achieeducatiothereforto all oschool cfor all undergoimproveand perwhich mhead mOn the behave
ol educatioves Accor
sfully to the o not adequstrative strued-accountaleadership h
le in impros as well asrove the effhip is considthe success most influe McCabe rincipalrsquos le
ction and effy high impace the motivg environmincipal leadger amp HeckThe role of tool unit theoperation
ed or are r depend to ng of the re
aluation of Ea of Effectivenomenon oeving the reonal leadersre its effectof them Focommunityof them A
one which ement evalrformancerdquomakes senseay identify other sideat home a
onal leaders ding to theguidance of
uately explouctures do nable to a shas become
oving schoos the school ficiency anddered very ifactors of th
ential factorMichelli amp
eadership styficacy to levact on the imvation and p
ment (Pont Ndership cank 1996 Mathe leader ine creation of
constitute recipients oa large exte
elevant bibliEducationaveness of leadershiesults whichship in an etiveness muor example educationaA number frequently luation mo All these te to be connschools eff parentsrsquo cand their p
and findinge school lef their suboroit new technot provide atisfactory
e a priority iol outcomesclimate andd equity ofimportant fohe schools (rs in the deamp Pickeral yle and skillvels of engamprovemenperformancNusche amp M
have indirarzano Wan education f a vision inan importanf any form ent on the diography l Leadership
p and its efh in turn reladucational o
ust be studie pupils or al policy ouof terms anamong othenitoring reterms makenected with fectiveness could underperformance
73
gs which foceadership crdinates in thnologies othe requiredextent acco
in educations by influed environmef schooling for the prom(Edmonds
evelopment 2009) Mucls impact a agement andnt of the resce of teacherMoorman 2rect but a aters amp Mcis importan
n this humant mission
m of educatidecisions of
ip Is a Matt
ffects are ineate to a set oorganizationed in the ligstudents te
utcomes andnd concepter include ldquo
eviewing ske the concepeffort and aas the pupirstand schoe at nation
In
cus mainly oriticism sc
terms of impof it do notd services toording to tn policy ageencing the ment Effectiv
(OECD 2motion of the
1979) Schoof the qua
ch of the pvariety of ted academic sults of the rs by creatin
2008) Moresignificant
cNulty 200nt and the acan potential
In additionional leaderthe educati
ter of Relat
evitably intof criteria ann undoubtedght of the peachers admd the role ofts regardingldquocompetentkilled appropt of effectaccomplishmls performa
ools effectinal examina
nternational R
on the deficchool leadeproving theit revise-chao all studentthe standardendas internmotivations
ve school lea008) The r
e objectives ool leader ility and chrevious reseeacher charaemphasis (Bschool havng the appreover resea
impact on5 Robinsonchievement and the furt
n the differrship such aonal leader
tive but Con
erconnectednd parametedly has mulositive andministrativef educationag education accountabopriatenessiveness a vments For ance in the veness in tations Soc
Research in EISSN 2
2020 Vol
httpiremacr
ciency of eders do not ir teaching pange their o
nts while finds (Elmorenationally Its and capacadership is erole of edu of educatio
is considereharacter of aearch demoacteristics fBird et al 2
ving the potropriate climarch has detn student ouon Lloyd ampt of the objecther planninrent groups as teachersas we can s
ncurrently D
d with the ners The exeltiple recipi
dor negativee staff the al leader arenal effectivbility devel efficiency
very broad mexample thfinal examithe way thciety possib
Education 2327-5499
8 No 1
rothinkorg
ducation respond
practices outdated nally not 2002) t plays a cities of essential ucational on and is d as one a school onstrates from job 2009) It tential to mate and termined utcomes
amp Rows ctives of ng for its
that are pupils see from
Different
necessity ercise of ents and e effects broader
e crucial eness is lopment
y quality meaning e school inations e pupils bly will
observeCommomarkersspecificstaff byteachersmaximuparentaproductnever pand sucMany omissionStrongeeducatioin relatiGrigsbyespeciaMapp 22015 PAlso othschool u(Catanoexperienof strateperceptsmooth materiacollaborthrough(1999) learningmutual confideof the influencinformaEducatiof systethroughperformmemberinforma
e the schoolonwealth Ses of interncally describy the heads structuredum communl and comtive divisionpossible for ccessful (Drof the internn and achieve 2006) Thonal schooion to many y Peters 20lly in relati2002 Leith
Portin et alher researchunit (Macbeo amp Strongnce in matteegies and mion of scho
operation al-Guide to eration inter
hout the eduan effectiveg opportunirespect set
ence createsschool hasce the memation collabional leaderems that enshout a set ofmance evalurs of work fation to info
ls effectiveecretariat (1nal performbes the indi the involvd lessons inication betmmunity inn of laboura school w
rucker 2012ationally ac
vement of ghe role of ll and the endifferent pa
015) creatinion to studehwood 200 2009) and hers looked eath 2001)ge 2006) ers of admin
methods and ool as a livi
as well aeducationalrest that conucational ce director mities It hasts goals ands positive ps the ability
mbers of theborate with rship and msure the impf integrated puation can onfit into the worm educati
eness in term1993) in its mance worcators of Sc
vement of tntellectuallytween teachnvolvementr among teawhich does 2) ccepted charoals are theleadership intire educatiarameters sng a sense ent outcom2 Leithwoteachers exat the effec the correlaThe effec
nistration anexpertise inng organism
as to the p act c) to juntribute to tommunity
motivates stus a stable ad conducts pleasant andy to guide school com
pupils paremanagement plementatiopractices innly be optimwhole organonal policy
74
ms of the g report descrking extechool Effecthe heads oy challengi
hers and pupt positive achers and not meet th
racteristics oe product ofin educatioion systemsuch as the sof commun
mes for exaood et al 20xpectations ctiveness ofation betwective directnd educationn economicm where thperception ustice undethe developm(Stravakou
udents and eadministrativ
them has d creative cstudents an
mmunity anents teachinprocesses
on of educatn order to acmised throunization sys
y and strateg
In
good moral cribes the sernal concectiveness asof departmeng teaching
pils efficienclimate c
good parenhe expectati
of school eff an effectivn is of cata and its effe
school climanity in schoample pupil004 OECDfrom the sch
f leadership een evaluatitor possessn and skills cs constructe human faof the ana
erstanding lment of stro 2003) Aseducators anve path crflexibility limate rationd enforce
nd to lead thng staff andinvolve the
tional policihieve speci
ugh a clear ustem It lookgy and invol
nternational R
mannersrsquo ochool effec
erns and s ldquoPurposefuent the invg work-cennt and accurconsistency
ntal reportrdquoions of soc
fficiency sucve school leaalytic imporectiveness hate (Cliffordol (Beck amps achievem
D 2013 Allehool leader through sel
ion and perfes profounconsisting otion and othactor is the alytical proleniency apong interpers they say nd promoteedibility crand takes ionally mana
disciplinehem to posiother bodie
e arrangemeies strategiefic educatiounderstandinks at how mlves the app
Research in EISSN 2
2020 Vol
httpiremacr
of the childrctiveness asstaff outputful leadershivolvement ntered envirrate record ky among t Nevertheleciety to be e
uch as sharedadership (C
ortance for bhas been resd et al 2012
amp Foster 19ment (Henden Grigsby(Thompson
lf-assessmenformance stnd knowledof a) the poher matters bkey to bala
ogram as appreciation rsonal relatEverard amp
es the offer reates a cliinitiatives Iages the eco has the abitive resultses ent and depes and actio
onal targetsng of how d
managementplication of
Education 2327-5499
8 No 1
rothinkorg
ren The general t More ip of the of other ronment keeping teachers ess it is effective
d vision Catano amp both the searched 2 Allen 999) and erson amp
y Peters n 2017) nt of the tandards dge and ssession b) in the
ance and a single respect
ionships Morris
of equal imate of It shows onomics bility to
s collect
loyment on plans Process different t gathers systems
standardprocesswith debe effedecisionfurther Hence quantitasuch as could b23 ThePoints 231 ScUntil th1967-741980s school awere mimplemevaluatipedagogeducatioand evenon-impforms self-eva2017 pit was vas puniautonom232 SeStartingself-evaschoolsDecisiois requi233 TeIn paralteacher their tensubject relevant
ds coverings performanesirable resuectively hanns at all m(Schoderbean evaluati
ative criteriaacademic ae more effee Evaluatio
chool and The 1980s tea4 military rand againstadvisors wa
meant to unmented A la
ion was nogical guidaonal evaluaen some stuplementatioof educatioaluation of 56) But ac
very hard to itive and comy (IEP 20elf-Evaluatig from the 2aluation becs The legislon 30972Γ1red to set iteacher Apprllel to schoappraisal s
nure in posto appraisa
t education
g quality mnce is well dults then genndled and c
management ek Cosier ampion of leadea of achieveand adminisective objecon of Educa
Teacher Evaacher evaluaregime inst this historas introducendertake thater law (Lat implemen
ance and sution in schoudents and on in practional evaluaschool unit
ccording to Idevelop a c
ontrolling m016) ion of Schoo201314 schcame complation (Circu105-03-201ts own educraisal ol self-evalystem to be
sts of respoal by their advisors on
management documentednerates factcontinuousllevels that
amp Aplin 198er effectiveement towarstrative stafctively accoational Syst
luation in Gation was thpection becrical backgred Accordihe evaluatiow 1566 of
nted during tupport to teools were me
parents leaice In the ation focuss rather thaInstitute of Eculture of evmeans jeop
ols hool year anpulsory for ulars 3097314) states thational goal
uation a pre implemennsibility Arespective
n education
75
systems (Ld and analyss on the basly improvet in turn im88) eness based rds targets wff students ountable mtem in Gre
Greece he job of schcame assocround insping to the thon of the e1985) whicthe 1980s Seachers Sevet with fiercading eithe2000s the sing on than on indivEducationalvaluation ofpardising ra
nd followinr all types C105-03-
hat at the bels and plan
residential dnted from 20According to
line managnal matters
In
Lewis Goosed with a msis of whichd This fun
mprove edu
in transparwhich have b
school commetricate andeece A Sho
hool inspectciated with pection washen law (Leducationalch also incluSchool adviveral attemce oppositior to their foemphasis c
he evaluatiovidual teachl Policy the f them and aather than r
ng a two-yeof pre-prim2013 1900ginning of ehow to reac
decree (PD01415 linko this propogers on admso a teache
nternational R
odman amp Fmethodical h the procesnctional infucational pr
rent objectibeen set fro
mmunity incd broader acort Retrospe
tors and parpolitical coabolished
1304 of 198l system buded referesors concenpts in the
on by teacheormal invalchanged to on of educhers (Verdis
context remassessment einforcing
ar pilot promary prima89C110-1each schoolch them (OE
D 1522013ked to teachosal educatministrativeerrsquos appraisa
Research in EISSN 2
2020 Vol
httpiremacr
Fandt 1995)way and co
sses in quesformation srocess perfo
ive qualitaom all stake corporating ccepted modection and
rticularly duontrol In th and the sy82) school but this waences to eduntrated on pr1990s to in
ersrsquo unions lidation or more parti
cational wos 2002) in mained one i
as it was ofschool and
oject annuaary and se2-2013 Mil year everyECD 2017
3) introducehersrsquo promotion staff w
e matters aal would be
Education 2327-5499
8 No 1
rothinkorg
) When ompared stion can supports ormance
tive and holders parents
del Critical
uring the he early ystem of advisors
as never ucational roviding ntroduce teachers to their
icipative ork and (OECD in which ften seen d teacher
al school econdary inisterial y school p 56)
ed a new tion and
would be and their e carried
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
of schooexecutivsuccessthey doadminisevaluateSchool key rolteachersto imprleadershone of tof the m(Cohenthat a prsatisfachas veryinfluencworkingthat pri(Halling2008) Tthe schosmooth involveparentsthe listi22 EvaCriteriaThe pheof achieeducatiothereforto all oschool cfor all undergoimproveand perwhich mhead mOn the behave
ol educatioves Accor
sfully to the o not adequstrative strued-accountaleadership h
le in impros as well asrove the effhip is considthe success most influe McCabe rincipalrsquos le
ction and effy high impace the motivg environmincipal leadger amp HeckThe role of tool unit theoperation
ed or are r depend to ng of the re
aluation of Ea of Effectivenomenon oeving the reonal leadersre its effectof them Focommunityof them A
one which ement evalrformancerdquomakes senseay identify other sideat home a
onal leaders ding to theguidance of
uately explouctures do nable to a shas become
oving schoos the school ficiency anddered very ifactors of th
ential factorMichelli amp
eadership styficacy to levact on the imvation and p
ment (Pont Ndership cank 1996 Mathe leader ine creation of
constitute recipients oa large exte
elevant bibliEducationaveness of leadershiesults whichship in an etiveness muor example educationaA number frequently luation mo All these te to be connschools eff parentsrsquo cand their p
and findinge school lef their suboroit new technot provide atisfactory
e a priority iol outcomesclimate andd equity ofimportant fohe schools (rs in the deamp Pickeral yle and skillvels of engamprovemenperformancNusche amp M
have indirarzano Wan education f a vision inan importanf any form ent on the diography l Leadership
p and its efh in turn reladucational o
ust be studie pupils or al policy ouof terms anamong othenitoring reterms makenected with fectiveness could underperformance
73
gs which foceadership crdinates in thnologies othe requiredextent acco
in educations by influed environmef schooling for the prom(Edmonds
evelopment 2009) Mucls impact a agement andnt of the resce of teacherMoorman 2rect but a aters amp Mcis importan
n this humant mission
m of educatidecisions of
ip Is a Matt
ffects are ineate to a set oorganizationed in the ligstudents te
utcomes andnd concepter include ldquo
eviewing ske the concepeffort and aas the pupirstand schoe at nation
In
cus mainly oriticism sc
terms of impof it do notd services toording to tn policy ageencing the ment Effectiv
(OECD 2motion of the
1979) Schoof the qua
ch of the pvariety of ted academic sults of the rs by creatin
2008) Moresignificant
cNulty 200nt and the acan potential
In additionional leaderthe educati
ter of Relat
evitably intof criteria ann undoubtedght of the peachers admd the role ofts regardingldquocompetentkilled appropt of effectaccomplishmls performa
ools effectinal examina
nternational R
on the deficchool leadeproving theit revise-chao all studentthe standardendas internmotivations
ve school lea008) The r
e objectives ool leader ility and chrevious reseeacher charaemphasis (Bschool havng the appreover resea
impact on5 Robinsonchievement and the furt
n the differrship such aonal leader
tive but Con
erconnectednd parametedly has mulositive andministrativef educationag education accountabopriatenessiveness a vments For ance in the veness in tations Soc
Research in EISSN 2
2020 Vol
httpiremacr
ciency of eders do not ir teaching pange their o
nts while finds (Elmorenationally Its and capacadership is erole of edu of educatio
is considereharacter of aearch demoacteristics fBird et al 2
ving the potropriate climarch has detn student ouon Lloyd ampt of the objecther planninrent groups as teachersas we can s
ncurrently D
d with the ners The exeltiple recipi
dor negativee staff the al leader arenal effectivbility devel efficiency
very broad mexample thfinal examithe way thciety possib
Education 2327-5499
8 No 1
rothinkorg
ducation respond
practices outdated nally not 2002) t plays a cities of essential ucational on and is d as one a school onstrates from job 2009) It tential to mate and termined utcomes
amp Rows ctives of ng for its
that are pupils see from
Different
necessity ercise of ents and e effects broader
e crucial eness is lopment
y quality meaning e school inations e pupils bly will
observeCommomarkersspecificstaff byteachersmaximuparentaproductnever pand sucMany omissionStrongeeducatioin relatiGrigsbyespeciaMapp 22015 PAlso othschool u(Catanoexperienof strateperceptsmooth materiacollaborthrough(1999) learningmutual confideof the influencinformaEducatiof systethroughperformmemberinforma
e the schoolonwealth Ses of interncally describy the heads structuredum communl and comtive divisionpossible for ccessful (Drof the internn and achieve 2006) Thonal schooion to many y Peters 20lly in relati2002 Leith
Portin et alher researchunit (Macbeo amp Strongnce in matteegies and mion of scho
operation al-Guide to eration inter
hout the eduan effectiveg opportunirespect set
ence createsschool hasce the memation collabional leaderems that enshout a set ofmance evalurs of work fation to info
ls effectiveecretariat (1nal performbes the indi the involvd lessons inication betmmunity inn of laboura school w
rucker 2012ationally ac
vement of ghe role of ll and the endifferent pa
015) creatinion to studehwood 200 2009) and hers looked eath 2001)ge 2006) ers of admin
methods and ool as a livi
as well aeducationalrest that conucational ce director mities It hasts goals ands positive ps the ability
mbers of theborate with rship and msure the impf integrated puation can onfit into the worm educati
eness in term1993) in its mance worcators of Sc
vement of tntellectuallytween teachnvolvementr among teawhich does 2) ccepted charoals are theleadership intire educatiarameters sng a sense ent outcom2 Leithwoteachers exat the effec the correlaThe effec
nistration anexpertise inng organism
as to the p act c) to juntribute to tommunity
motivates stus a stable ad conducts pleasant andy to guide school com
pupils paremanagement plementatiopractices innly be optimwhole organonal policy
74
ms of the g report descrking extechool Effecthe heads oy challengi
hers and pupt positive achers and not meet th
racteristics oe product ofin educatioion systemsuch as the sof commun
mes for exaood et al 20xpectations ctiveness ofation betwective directnd educationn economicm where thperception ustice undethe developm(Stravakou
udents and eadministrativ
them has d creative cstudents an
mmunity anents teachinprocesses
on of educatn order to acmised throunization sys
y and strateg
In
good moral cribes the sernal concectiveness asof departmeng teaching
pils efficienclimate c
good parenhe expectati
of school eff an effectivn is of cata and its effe
school climanity in schoample pupil004 OECDfrom the sch
f leadership een evaluatitor possessn and skills cs constructe human faof the ana
erstanding lment of stro 2003) Aseducators anve path crflexibility limate rationd enforce
nd to lead thng staff andinvolve the
tional policihieve speci
ugh a clear ustem It lookgy and invol
nternational R
mannersrsquo ochool effec
erns and s ldquoPurposefuent the invg work-cennt and accurconsistency
ntal reportrdquoions of soc
fficiency sucve school leaalytic imporectiveness hate (Cliffordol (Beck amps achievem
D 2013 Allehool leader through sel
ion and perfes profounconsisting otion and othactor is the alytical proleniency apong interpers they say nd promoteedibility crand takes ionally mana
disciplinehem to posiother bodie
e arrangemeies strategiefic educatiounderstandinks at how mlves the app
Research in EISSN 2
2020 Vol
httpiremacr
of the childrctiveness asstaff outputful leadershivolvement ntered envirrate record ky among t Nevertheleciety to be e
uch as sharedadership (C
ortance for bhas been resd et al 2012
amp Foster 19ment (Henden Grigsby(Thompson
lf-assessmenformance stnd knowledof a) the poher matters bkey to bala
ogram as appreciation rsonal relatEverard amp
es the offer reates a cliinitiatives Iages the eco has the abitive resultses ent and depes and actio
onal targetsng of how d
managementplication of
Education 2327-5499
8 No 1
rothinkorg
ren The general t More ip of the of other ronment keeping teachers ess it is effective
d vision Catano amp both the searched 2 Allen 999) and erson amp
y Peters n 2017) nt of the tandards dge and ssession b) in the
ance and a single respect
ionships Morris
of equal imate of It shows onomics bility to
s collect
loyment on plans Process different t gathers systems
standardprocesswith debe effedecisionfurther Hence quantitasuch as could b23 ThePoints 231 ScUntil th1967-741980s school awere mimplemevaluatipedagogeducatioand evenon-impforms self-eva2017 pit was vas puniautonom232 SeStartingself-evaschoolsDecisiois requi233 TeIn paralteacher their tensubject relevant
ds coverings performanesirable resuectively hanns at all m(Schoderbean evaluati
ative criteriaacademic ae more effee Evaluatio
chool and The 1980s tea4 military rand againstadvisors wa
meant to unmented A la
ion was nogical guidaonal evaluaen some stuplementatioof educatioaluation of 56) But ac
very hard to itive and comy (IEP 20elf-Evaluatig from the 2aluation becs The legislon 30972Γ1red to set iteacher Apprllel to schoappraisal s
nure in posto appraisa
t education
g quality mnce is well dults then genndled and c
management ek Cosier ampion of leadea of achieveand adminisective objecon of Educa
Teacher Evaacher evaluaregime inst this historas introducendertake thater law (Lat implemen
ance and sution in schoudents and on in practional evaluaschool unit
ccording to Idevelop a c
ontrolling m016) ion of Schoo201314 schcame complation (Circu105-03-201ts own educraisal ol self-evalystem to be
sts of respoal by their advisors on
management documentednerates factcontinuousllevels that
amp Aplin 198er effectiveement towarstrative stafctively accoational Syst
luation in Gation was thpection becrical backgred Accordihe evaluatiow 1566 of
nted during tupport to teools were me
parents leaice In the ation focuss rather thaInstitute of Eculture of evmeans jeop
ols hool year anpulsory for ulars 3097314) states thational goal
uation a pre implemennsibility Arespective
n education
75
systems (Ld and analyss on the basly improvet in turn im88) eness based rds targets wff students ountable mtem in Gre
Greece he job of schcame assocround insping to the thon of the e1985) whicthe 1980s Seachers Sevet with fiercading eithe2000s the sing on than on indivEducationalvaluation ofpardising ra
nd followinr all types C105-03-
hat at the bels and plan
residential dnted from 20According to
line managnal matters
In
Lewis Goosed with a msis of whichd This fun
mprove edu
in transparwhich have b
school commetricate andeece A Sho
hool inspectciated with pection washen law (Leducationalch also incluSchool adviveral attemce oppositior to their foemphasis c
he evaluatiovidual teachl Policy the f them and aather than r
ng a two-yeof pre-prim2013 1900ginning of ehow to reac
decree (PD01415 linko this propogers on admso a teache
nternational R
odman amp Fmethodical h the procesnctional infucational pr
rent objectibeen set fro
mmunity incd broader acort Retrospe
tors and parpolitical coabolished
1304 of 198l system buded referesors concenpts in the
on by teacheormal invalchanged to on of educhers (Verdis
context remassessment einforcing
ar pilot promary prima89C110-1each schoolch them (OE
D 1522013ked to teachosal educatministrativeerrsquos appraisa
Research in EISSN 2
2020 Vol
httpiremacr
Fandt 1995)way and co
sses in quesformation srocess perfo
ive qualitaom all stake corporating ccepted modection and
rticularly duontrol In th and the sy82) school but this waences to eduntrated on pr1990s to in
ersrsquo unions lidation or more parti
cational wos 2002) in mained one i
as it was ofschool and
oject annuaary and se2-2013 Mil year everyECD 2017
3) introducehersrsquo promotion staff w
e matters aal would be
Education 2327-5499
8 No 1
rothinkorg
) When ompared stion can supports ormance
tive and holders parents
del Critical
uring the he early ystem of advisors
as never ucational roviding ntroduce teachers to their
icipative ork and (OECD in which ften seen d teacher
al school econdary inisterial y school p 56)
ed a new tion and
would be and their e carried
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
observeCommomarkersspecificstaff byteachersmaximuparentaproductnever pand sucMany omissionStrongeeducatioin relatiGrigsbyespeciaMapp 22015 PAlso othschool u(Catanoexperienof strateperceptsmooth materiacollaborthrough(1999) learningmutual confideof the influencinformaEducatiof systethroughperformmemberinforma
e the schoolonwealth Ses of interncally describy the heads structuredum communl and comtive divisionpossible for ccessful (Drof the internn and achieve 2006) Thonal schooion to many y Peters 20lly in relati2002 Leith
Portin et alher researchunit (Macbeo amp Strongnce in matteegies and mion of scho
operation al-Guide to eration inter
hout the eduan effectiveg opportunirespect set
ence createsschool hasce the memation collabional leaderems that enshout a set ofmance evalurs of work fation to info
ls effectiveecretariat (1nal performbes the indi the involvd lessons inication betmmunity inn of laboura school w
rucker 2012ationally ac
vement of ghe role of ll and the endifferent pa
015) creatinion to studehwood 200 2009) and hers looked eath 2001)ge 2006) ers of admin
methods and ool as a livi
as well aeducationalrest that conucational ce director mities It hasts goals ands positive ps the ability
mbers of theborate with rship and msure the impf integrated puation can onfit into the worm educati
eness in term1993) in its mance worcators of Sc
vement of tntellectuallytween teachnvolvementr among teawhich does 2) ccepted charoals are theleadership intire educatiarameters sng a sense ent outcom2 Leithwoteachers exat the effec the correlaThe effec
nistration anexpertise inng organism
as to the p act c) to juntribute to tommunity
motivates stus a stable ad conducts pleasant andy to guide school com
pupils paremanagement plementatiopractices innly be optimwhole organonal policy
74
ms of the g report descrking extechool Effecthe heads oy challengi
hers and pupt positive achers and not meet th
racteristics oe product ofin educatioion systemsuch as the sof commun
mes for exaood et al 20xpectations ctiveness ofation betwective directnd educationn economicm where thperception ustice undethe developm(Stravakou
udents and eadministrativ
them has d creative cstudents an
mmunity anents teachinprocesses
on of educatn order to acmised throunization sys
y and strateg
In
good moral cribes the sernal concectiveness asof departmeng teaching
pils efficienclimate c
good parenhe expectati
of school eff an effectivn is of cata and its effe
school climanity in schoample pupil004 OECDfrom the sch
f leadership een evaluatitor possessn and skills cs constructe human faof the ana
erstanding lment of stro 2003) Aseducators anve path crflexibility limate rationd enforce
nd to lead thng staff andinvolve the
tional policihieve speci
ugh a clear ustem It lookgy and invol
nternational R
mannersrsquo ochool effec
erns and s ldquoPurposefuent the invg work-cennt and accurconsistency
ntal reportrdquoions of soc
fficiency sucve school leaalytic imporectiveness hate (Cliffordol (Beck amps achievem
D 2013 Allehool leader through sel
ion and perfes profounconsisting otion and othactor is the alytical proleniency apong interpers they say nd promoteedibility crand takes ionally mana
disciplinehem to posiother bodie
e arrangemeies strategiefic educatiounderstandinks at how mlves the app
Research in EISSN 2
2020 Vol
httpiremacr
of the childrctiveness asstaff outputful leadershivolvement ntered envirrate record ky among t Nevertheleciety to be e
uch as sharedadership (C
ortance for bhas been resd et al 2012
amp Foster 19ment (Henden Grigsby(Thompson
lf-assessmenformance stnd knowledof a) the poher matters bkey to bala
ogram as appreciation rsonal relatEverard amp
es the offer reates a cliinitiatives Iages the eco has the abitive resultses ent and depes and actio
onal targetsng of how d
managementplication of
Education 2327-5499
8 No 1
rothinkorg
ren The general t More ip of the of other ronment keeping teachers ess it is effective
d vision Catano amp both the searched 2 Allen 999) and erson amp
y Peters n 2017) nt of the tandards dge and ssession b) in the
ance and a single respect
ionships Morris
of equal imate of It shows onomics bility to
s collect
loyment on plans Process different t gathers systems
standardprocesswith debe effedecisionfurther Hence quantitasuch as could b23 ThePoints 231 ScUntil th1967-741980s school awere mimplemevaluatipedagogeducatioand evenon-impforms self-eva2017 pit was vas puniautonom232 SeStartingself-evaschoolsDecisiois requi233 TeIn paralteacher their tensubject relevant
ds coverings performanesirable resuectively hanns at all m(Schoderbean evaluati
ative criteriaacademic ae more effee Evaluatio
chool and The 1980s tea4 military rand againstadvisors wa
meant to unmented A la
ion was nogical guidaonal evaluaen some stuplementatioof educatioaluation of 56) But ac
very hard to itive and comy (IEP 20elf-Evaluatig from the 2aluation becs The legislon 30972Γ1red to set iteacher Apprllel to schoappraisal s
nure in posto appraisa
t education
g quality mnce is well dults then genndled and c
management ek Cosier ampion of leadea of achieveand adminisective objecon of Educa
Teacher Evaacher evaluaregime inst this historas introducendertake thater law (Lat implemen
ance and sution in schoudents and on in practional evaluaschool unit
ccording to Idevelop a c
ontrolling m016) ion of Schoo201314 schcame complation (Circu105-03-201ts own educraisal ol self-evalystem to be
sts of respoal by their advisors on
management documentednerates factcontinuousllevels that
amp Aplin 198er effectiveement towarstrative stafctively accoational Syst
luation in Gation was thpection becrical backgred Accordihe evaluatiow 1566 of
nted during tupport to teools were me
parents leaice In the ation focuss rather thaInstitute of Eculture of evmeans jeop
ols hool year anpulsory for ulars 3097314) states thational goal
uation a pre implemennsibility Arespective
n education
75
systems (Ld and analyss on the basly improvet in turn im88) eness based rds targets wff students ountable mtem in Gre
Greece he job of schcame assocround insping to the thon of the e1985) whicthe 1980s Seachers Sevet with fiercading eithe2000s the sing on than on indivEducationalvaluation ofpardising ra
nd followinr all types C105-03-
hat at the bels and plan
residential dnted from 20According to
line managnal matters
In
Lewis Goosed with a msis of whichd This fun
mprove edu
in transparwhich have b
school commetricate andeece A Sho
hool inspectciated with pection washen law (Leducationalch also incluSchool adviveral attemce oppositior to their foemphasis c
he evaluatiovidual teachl Policy the f them and aather than r
ng a two-yeof pre-prim2013 1900ginning of ehow to reac
decree (PD01415 linko this propogers on admso a teache
nternational R
odman amp Fmethodical h the procesnctional infucational pr
rent objectibeen set fro
mmunity incd broader acort Retrospe
tors and parpolitical coabolished
1304 of 198l system buded referesors concenpts in the
on by teacheormal invalchanged to on of educhers (Verdis
context remassessment einforcing
ar pilot promary prima89C110-1each schoolch them (OE
D 1522013ked to teachosal educatministrativeerrsquos appraisa
Research in EISSN 2
2020 Vol
httpiremacr
Fandt 1995)way and co
sses in quesformation srocess perfo
ive qualitaom all stake corporating ccepted modection and
rticularly duontrol In th and the sy82) school but this waences to eduntrated on pr1990s to in
ersrsquo unions lidation or more parti
cational wos 2002) in mained one i
as it was ofschool and
oject annuaary and se2-2013 Mil year everyECD 2017
3) introducehersrsquo promotion staff w
e matters aal would be
Education 2327-5499
8 No 1
rothinkorg
) When ompared stion can supports ormance
tive and holders parents
del Critical
uring the he early ystem of advisors
as never ucational roviding ntroduce teachers to their
icipative ork and (OECD in which ften seen d teacher
al school econdary inisterial y school p 56)
ed a new tion and
would be and their e carried
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
standardprocesswith debe effedecisionfurther Hence quantitasuch as could b23 ThePoints 231 ScUntil th1967-741980s school awere mimplemevaluatipedagogeducatioand evenon-impforms self-eva2017 pit was vas puniautonom232 SeStartingself-evaschoolsDecisiois requi233 TeIn paralteacher their tensubject relevant
ds coverings performanesirable resuectively hanns at all m(Schoderbean evaluati
ative criteriaacademic ae more effee Evaluatio
chool and The 1980s tea4 military rand againstadvisors wa
meant to unmented A la
ion was nogical guidaonal evaluaen some stuplementatioof educatioaluation of 56) But ac
very hard to itive and comy (IEP 20elf-Evaluatig from the 2aluation becs The legislon 30972Γ1red to set iteacher Apprllel to schoappraisal s
nure in posto appraisa
t education
g quality mnce is well dults then genndled and c
management ek Cosier ampion of leadea of achieveand adminisective objecon of Educa
Teacher Evaacher evaluaregime inst this historas introducendertake thater law (Lat implemen
ance and sution in schoudents and on in practional evaluaschool unit
ccording to Idevelop a c
ontrolling m016) ion of Schoo201314 schcame complation (Circu105-03-201ts own educraisal ol self-evalystem to be
sts of respoal by their advisors on
management documentednerates factcontinuousllevels that
amp Aplin 198er effectiveement towarstrative stafctively accoational Syst
luation in Gation was thpection becrical backgred Accordihe evaluatiow 1566 of
nted during tupport to teools were me
parents leaice In the ation focuss rather thaInstitute of Eculture of evmeans jeop
ols hool year anpulsory for ulars 3097314) states thational goal
uation a pre implemennsibility Arespective
n education
75
systems (Ld and analyss on the basly improvet in turn im88) eness based rds targets wff students ountable mtem in Gre
Greece he job of schcame assocround insping to the thon of the e1985) whicthe 1980s Seachers Sevet with fiercading eithe2000s the sing on than on indivEducationalvaluation ofpardising ra
nd followinr all types C105-03-
hat at the bels and plan
residential dnted from 20According to
line managnal matters
In
Lewis Goosed with a msis of whichd This fun
mprove edu
in transparwhich have b
school commetricate andeece A Sho
hool inspectciated with pection washen law (Leducationalch also incluSchool adviveral attemce oppositior to their foemphasis c
he evaluatiovidual teachl Policy the f them and aather than r
ng a two-yeof pre-prim2013 1900ginning of ehow to reac
decree (PD01415 linko this propogers on admso a teache
nternational R
odman amp Fmethodical h the procesnctional infucational pr
rent objectibeen set fro
mmunity incd broader acort Retrospe
tors and parpolitical coabolished
1304 of 198l system buded referesors concenpts in the
on by teacheormal invalchanged to on of educhers (Verdis
context remassessment einforcing
ar pilot promary prima89C110-1each schoolch them (OE
D 1522013ked to teachosal educatministrativeerrsquos appraisa
Research in EISSN 2
2020 Vol
httpiremacr
Fandt 1995)way and co
sses in quesformation srocess perfo
ive qualitaom all stake corporating ccepted modection and
rticularly duontrol In th and the sy82) school but this waences to eduntrated on pr1990s to in
ersrsquo unions lidation or more parti
cational wos 2002) in mained one i
as it was ofschool and
oject annuaary and se2-2013 Mil year everyECD 2017
3) introducehersrsquo promotion staff w
e matters aal would be
Education 2327-5499
8 No 1
rothinkorg
) When ompared stion can supports ormance
tive and holders parents
del Critical
uring the he early ystem of advisors
as never ucational roviding ntroduce teachers to their
icipative ork and (OECD in which ften seen d teacher
al school econdary inisterial y school p 56)
ed a new tion and
would be and their e carried
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
out by tthe direform ofoppositreductioprocessevaluati56) Over threformsoften famajor gobjectivreliableeffectivmeasurilearningnationaOECD In Greesystemshave thStrengthRecentllow in Gschool school accountof respoand deeducatiocooperaconfirmmainly To thisadminisinvited 234 EdAt this leadershlegislatievaluatiincludin
the school hector of eduf the appraision by manons due to ts of school sion process
he past years in educatioailed to makglobal resulves are conce indicatorsveness of Ging the qualg outcomes l assessmen 2017 p 9
ece accordis in Europehe least auhening scholy there havGreece eduleaders in Gself-evalua
tability (OEonsibility asevelopment onal leaderation with
med also by a recipient
s point it istration is sto lead (Muducational Lpoint howehip in Greeion Accordion of the ng the exe
head and reucation and sal report weny teachers athe crisis) Tself-evaluaties includin
rs Greek goon effectiveke a real imlts as far ascerned News are in plGreek educality and effeas there are
nts nor exte 53) ng to OECD
e which funuthority comool leadersh
ve been moducational ouGreece curration shoul
ECD 2017 s key to inc
of teacher itself 3) other schoo Papanaoumand executois worth m
sometimes nulford 2003Leadership ever it is aece is definding to the Pdirectors oercise of a
levant schothe relevanere defined and by teachThe teacherion previou
ng school se
overnmentseness Howe
mpact on thes the perforw laws havlace to proation systemectiveness oe neither external evalua
D (2011 pctions ineffmpared to hip is one odest moves utcomes remrently haveld be reinp 7) The a
creasing theer quality
strategic mols The abm (1995) wor of circulamentioning not due to i3) Evaluation
appropriate tned throughPresidential of school unadministrativ
76
ool advisor rnt educationcentrally Thersrsquo unionrsrsquo unions thusly perceivlf-evaluatio
s have sougever wheree quality andrmance of sve often beeovide inform The sysof the educaternal assesations of sc
p 24) we hafectively Oother coun
of the mosttowards de
main weak e limited resntroduced agencys OE
e effectivene2) objecti
managemenbove claim which statesars and orde
that to a its leaders
to mentionh the perspeDecree (PD
nits is carrve and org
In
respectivelyn advisor ThThis teacher ns (in the cohen reacted
ved in position were lsquofro
ght to addree reforms had efficiencystudents anden enacted brmation onstem cannoation systemssments of lechools and t
ave one of tOne of the antries is in t crucial chacentralizatioand the syssponsibilitietogether w
ECD (2011)ess of the Dives evalunt of financ
on the ces that the ders for all th
large extebut to the v
how the efective by thD 1522013ied out in ganisational
nternational R
y and that ohe criteria appraisal syntext of edu
d against theve terms Aozenrsquo in 201
ss a numbeave been inty of the systd the achievbut not fullyn the qualit rely on c
m and the actearning basteaching (O
the most cereas in whimanaging
allenges foron but whistem is still es and there
with some ) research id
Director 1) ation and cial and huntralized edirector at the main issue
ent the defvery system
ffectivenesshe framewo3 FEK Α 2five categol work wit
Research in EISSN 2
2020 Vol
httpiremacr
of a school proceduresystem was mucation expe newly est
All these edu15 (OECD
er of issues troduced thtem and to vement of y implemenity efficienconsistent ttual achievesed on stand
OECD 2011
entralized edich school d
human rer education ile dropout r
highly cenre is consen
form of dentified fosupport evaccountabi
uman resouducation syhe Greek Ses of responficiency in
m in which
s of the eduork of the
24005-11-2ories of parthin the leg
Education 2327-5499
8 No 1
rothinkorg
head by and the met with enditure ablished
ucational 2017 p
through hey have produce learning nted No ncy and ools for ement of dardized 1 p 14
ducation directors esources
reform rates are
ntralized nsus that external
our areas valuation ility for urces 4) ystem is chool is
nsibility n school they are
ucational relevant 013) the rameters gislative
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
framewclimate conductAccordprocessits objecperformstandardeffectivfor eachof the sregionaevaluatiand stuintegratevaluatisystem 24 ConSo far iidentifieparametdetermito take that it aand thoeducatioresponsas well defines educatioIn summdirectorthe relework Tand in tof climachievinschool effectivproceduother wshould characte
work the exeand pedag
ting teachiing to Saϊti
s of evaluatinctives and t
mance standds and d) co
veness OECh region to ischool netwal director foion and assudent assesting studention school of assessme
nsiderationsit is understed with sufters and cerining the criinto accoun
affects in ororough as ponal leaderssibilities as as from theclear criter
onal adminimary we crs of school evant legislaThe effectivethe level of
mate and atting the objecleaders and
veness of higures as well
words whenconsider theristics of th
ercise of thegogy of theing and ev (2008 p ng the qualitargets and tdards (b) morrecting de
CD (2011 pimprove the
work to estaor making ssessment frassment balt formative aself evaluatent and evas About Dratood that thefficient objertainly not aiteria for thnt as far as rder procespossible Alship we musthey raised e Greek mairia of effectiistration and
can observeunits has b
ation makeseness also hdevelopmenitudes It isctives that ad their leadgh-level eduas common
n we refer tohis as a dyhe personal
e work of sue school unvaluating s15) the eva
ity of the edthe process
measuring peviations Am 43) recom
e efficiency ablish perfostep-by-stepamework stlancing extassessment tion with a vluation base
awing the Ase effectivenectively to a
a concept whe effectivenpossible obs off assesslso in the st take into afrom both tinly legislativeness whid less as crithat the ev
een done bos it clear thhas to do wint of the hums understoore come witdership stylucation pren acceptableo the concepynamic comity of the le
77
upervision annit planningstudents scaluation of
ducation proof such con
performancemong other
mmended toof the use o
ormance agp progress totudent asseternal and in the evalu
view to desied on resultssessment o
ness of educa large extehich is non-ness of the ebjective andsing leadersh
criticism waccount boththe various tion governich are set miteria evaluavaluation anoth at adminhat the direcith meeting
uman resourd from the th appropriale which isesuppose thee criteria forpt of effectmplex funceader and hi
In
nd evaluatiog organizecientific anthe educativided and thntrol consise (c) compar measures i Greece wa
of human regreements boward agreessment by ateacher-bas
uation and aigning and its and outcoof Educationcational leadent compar-measurableeducationald measurablhip to be as
we can exerh the admindefinitions
ning the opemore as objeation nd assessmenistrative anctor provideobjectives bces of educabove that
ate behavious exercisede existencer assessing thtive educatioction basedis team cult
nternational R
on the evalu and prepa
nd professioonal projecthe degree ofts of four staring the mn order to e
as to set goaesources andetween the ed goals imaligning edused assessmassessment mplementin
omes nal Leadersdership is a rative and me theoretica
administrale criteria os meritocratrt on the e
nistrative sidwe have seration of edectives and
ent of the end teaching es administrboth at the aational unitt effectivenurs particul Maintaininof commonhe quality aonal leaders
d on foundature and ma
Research in EISSN 2
2020 Vol
httpiremacr
uation of tharation of teonal devel
ct is the conf implementages a) Se
measuremenenhance eduals and bencd the rationa Ministry a
mplementatiducational stments of lframeworkng a compre
ship Effectivconcept tha
multiple crital and subjeation it is neof all the adtic fair meeffectivenesde off the leaet for the leaducational ucompetence
effectiveneslevel provi
trative and tadministratits and the foness is the rlar characterng the qua
nly acceptedand effectiveship evaluaations suchaturity of th
Education 2327-5499
8 No 1
rothinkorg
he school eaching lopment ntinuous tation of tting the
nt to the ucational chmarks alization and each on of an tandards learning teacher ehensive
veness at can be teria and ctive In ecessary dressees asurable s of the adership adership
units and es of the
ss of the ided that teaching ive level ormation result of ristics of
ality and d control eness In
ation we h as the
he group
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
with a sa constr3 Meth31 A SuAssessistakehoaffects into accother pafollowsbe holisand recspecificconcernthe recithereforeach of be muchwill incand shomulti-shoutside multitudThe evadirectioobjectivMore spexamplcriteria performsuch as of rightA seconthe genperformwith thsynergistrengthsuitablewith otprofessi
set specific ructive objehodology uggestion foing the effecolders Whe
then the procount all thearties and ths that a modstic and muipients that
c quantitativning the respipients of thre be differe
f them accorh more effe
clude the criortcomings hareholding
of the edude and divealuation of
on of a sve-directionpecifically e students of the pe
mance of pupanalytical
t attitudes annd goal in a
neral schoolmance or effhe local comes with othehening of re school climther interesional bodies
targets and ectively and
for a Holisticctiveness ofn the evaluocess is incoe addresseeshe respectiv
del of evaluaultifaceted it the educatve and qualipective recihe educatioent as well rding to the rective objecisis concurrof leadersh
g assessmenucational e
ersity of the effectivenepecific obj
n a first goastudent com
erformance pils in the vasynthetic cnd the shapianother direl communityfectiveness ommunity aner schools crelations anmate engagsted schools organizat
the objectivd defined pr
c Educationf educationaation relies omplete uns and does nve objectiveation of the ie to includional leaderitative criteripient and b
onal leadersas the criterespective octive meritently of ma
hip on focunt At the sanvironmentparties and
ess in educajective and
al in a specmmunity In
or effectivarious courscritical thinking of a cultction of eduy In this dof the educand the insticreation of
nd cooperatgement in exs or grouptions
78
ves pursuedrocess
nal Leadersal leadership
only to onenambiguousnot consideres and targeteducationalde to the furship influeria for the ebring about ship are maeria of effecobjectives thtocratic muany differenused issues ame time itt possible i
d evaluation ational leadd subseque
cific directin this directiveness of ses and finaking and abture ucational le
direction theational leadeitutions thea climate of
tion with thxtracurricul
ps such as
In
d respectivel
ship Evaluatp is a procese aspect wh
s and contror the implicts set by thel leadership
ullest extentences and frffectivenesssignificant
any and diffctiveness of hat will putulti-faceted int sides will
and will lim will operatinterventionmembers w
dership is a ent to the
ion of educion the indivthe educati
al exams theility knowl
adership cae individualership can be associatiof cooperatiohe parents lar activitiesthe structu
nternational R
ly in a give
tion Model ss that involhich the eduversial becaations effecem In the li to be fair apossible a
rom each ins of the eduresults to e
ferent fromf the educati Such an evintegrated al highlight smit biased cte in a restrn effort duwhich are ac
function ofe individua
cational leadvidual objecional leadee developmeledge acquis
an be for exl objectivesbe the develon of parenton the visioof pupils ts the netwoures of the
Research in EISSN 2
2020 Vol
httpiremacr
en time peri
lves many d
ucational leaause it does cts of leadeight of the aand effectivall interestednterested siducational leaeach of them
m each otherional leader
valuation moand functionspecific weacriticism durictive formue preciselyctively invof the generaal criteria
dership canctives and thership may ent of specifsition deve
xample pars and criterilopment of r
nts networkon of the schthe formati
orking of th local com
Education 2327-5499
8 No 1
rothinkorg
od with
different adership not take
ership on above it e should d parties de to set adership m Since r it will rship for odel will nal as it aknesses ue to its
m in any y to the
olved al initial of this
n be for herefore
be the fic skills
elopment
ents and ia of the relations king and hool the ion of a e school
mmunity
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
A third and admindividuleadershattitudeadminisleadershefficienparticipattainmA fourthcurrentindividuleadershapplicatthis theplanninthe limi4 DesigThe prothe effIndicatothis resAdminiadvancidevelopconstrumeaninThis wosupportthey leaand opethe jobthe mosThe evaweightiholistic educatiocommucommuwith intof onlyevaluati
goal in anoministrative ual objectivhip can be
es and behastrative pership is exer
ncy the reipation of th
ment of the ph goal in an regulated ual objectivhip can betion of the ee fulfilment ng organisaitation and egning the Eoposed modfectiveness ors amp Standspectively istration (20ing school p and supporct approprigful work oork requiretsmdashthe profarn and worerations of th educationast productivaluation moiness factorsmodel of e
onal community ie stunity ie parternal or exty a few coion of scho
ther directiocommunity
ves and crithe developaviours thsonnel are sarcised the inforcementhem in takpedagogical nother direceducation
ves and crie the unhinexisting eduof the organ
ation coordielimination Evaluation del should in
of the edudards) depen
Besides a015) whichleadership
rt teachers iate organizoutside of ths education
fessional caprk family anhe school T
al leaders neve and benefdel can alsos in each indvaluation o
munity ie tudents or rents assocternal evalu
ountries in ools and tea
on of educay ie teacheiteria of thpment of teeir empowatisfied by tstrengtheni
t of teamwking decisio
and operatiction of edupolicy of t
iteria of thndered funcucational legnisational aination and of any formModel of Enclude clearucational l
nding on theaccording th is a cons educationcreate positzational pol
he classroomnal leaders tpacity of teand communThus given teed new stanficial to studo be flexibledividual dirf educationateachers anpupils depiation of pa
uators BesidEurope wi
aching or in
79
ational leadeers and admhe performaachers skil
werment thetheir work ting of thei
work and coons accordiional goals
ucational leathe Ministr
he performactional orggislation wi
and other objd operation om of delinquEducationar objectivesleadership e particular to USA Nsortium of nal leaders tive workinglicies and
m that has a pto build anachers and snity engagemthis growingndards to gudents e and adjustrection or gral leadershind or profending on
arents and tdes accordiithout externdeed any
In
ership can bministrative pance or efflls the creae extent tothe degree or knowledgooperation ing to the respectively
adership canry and the ance or effanizational ith the minijectives setof the schoouency al Leadershs and corres(EKPIS Eeducational
National Poprofessionaduties and
g conditionssystems anpowerful imd strengthestaff the proment and eg knowledguide their pr
table enabliroup of criteip will be abfessors adm
the educatthe structuring to OECrnal assessmother comp
nternational R
e for examppersonnel Ifectiveness tion and cu
o which boof satisfactioge the impbetween thleadership
y n be the impcountry In
fectiveness structure o
mum possib the observol within th
hip Effectivponding cri
Educational l level and tholicy Boardal organizatd actions ins effectivelynd engage
mpact on whn a networkofessional cffective effe and the ch
ractice in dir
ing it to regueria Accordble to includministrative tional levele of the MiD (2011 pment of le
parative me
Research in EISSN 2
2020 Vol
httpiremacr
mple the eduIn this direcof the edu
ultivation ofoth academon from theprovement hem the in
style appl
plementation this direcof the eduof the schble deviatio
vance of prohe financial
veness iteria for ev
Key Perfohe specific nd for Edutions commnvolve reley allocate rein other d
hat happens rk of organicommunity ificient manahanging demrections tha
gulate and foding to the de as evalua staff the l the localinistry of Ed 14) Greecearning or echanism of
Education 2327-5499
8 No 1
rothinkorg
ucational tion the
ucational f correct
mics and way the of their
ncreased lied the
on of the ction the ucational ool the
ons from cedures budget
valuating ormance needs of
ucational mitted to entlessly esources eep and inside it
izational in which agement
mands of at will be
ormulate above a
ators the student
l school ducation ce is one external
f quality
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
assurandespite consensbecauseassessmconsensoutcomevaluatiself-assThe pro
Accordthe findNationaevaluatiand mayof effecThe sughave beand hasthroughto be aConcurreducatioThus w
nce except fothe fact th
sus in Greee it is believ
ment (IEP 2sus on natio
mes framewoion model
sessment prooposed ratin
ing to the adings and sual Policy Boion framewy include anctiveness usggested modeen selecteds three evahout this speable to asserently this onal leaderwhen teach
or its particihat the procce that it shved that ca016) The a
onal standardork for all s
should alsocess and a
ng agencies
above mentiuggestions ooard for Edork should tn external evsing relativedel is compld from the daluation parecific questiess educatio
questionna provided thers stude
ipation in Pcess of schhould be re
an help to leavailability ods for differschools shoso include also includeare reflecte
Figure 1 T
ioned the pof (OECD 2ducational Atake into accvaluator Th
e criteria forlemented addepartment orts for teachionnaire eaconal leaderaire can bethat the saments paren
80
PISA and unhool self-eve-introducedead to a chof better datrent educatiould help tthe educat
e an externaed in the Fig
The evaluat
proposed ev2011 OECDAdministraticount the tohus the mor each stakedditionally wof quality ahers studench stake holdrship based e used and
me content nts or min
In
niversity entvaluation wd as it coulhange of attta on studenonal levelso facilitate ional leade
al certifiedgure 1 below
tion model
valuation moD 2017 IEPion 2015)
otal share hodel has form
e holder as wwith relativeassurance ofnts and parder as a reci
on its owd work asis adapted t
nistry asses
nternational R
trance examwas frozen i
d be a gooditudes towa
nt learning o as well as areintroduct
er itself as independenw
odel was deP 2016 WO
According olders of edumulated withwell for the e specific quf Malta Minrents respecipient of edu
wn relative self-evalu
to the leades the educ
Research in EISSN 2
2020 Vol
httpiremacr
minations Hin 2015 thd practice ards evaluatoutcomes ala school quation Theref an assesso
ent evaluatio
esigned basORLD BAN
to these stuucational leath specific m
educationauestionnairenistry of Edctively Theucational leasignificant
uation tool er as self-evcational lea
Education 2327-5499
8 No 1
rothinkorg
However here is a but also tion and longside ality and fore the or in as on body
ically in NK 2017
udies an adership
measures al leader e which
ducation e aim is adership criteria for the
valuator adership
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
effectivaccuratecriteriameasurathe issuThe evamodel timportaagainst have a seach difleadershrepresenobjectivbetweenclimate of job mThe evaspeciallclear madequatwill be objectivproposeto six tocommue) The eindepen
veness towae and fair Thereforeable showin
ues to be addaluation mothere is also ance that eathe objectiv
specific weifferent educhip may be nt respectivves and then primary and some d
market absoaluation mely designedmeasurable tely definedspecific to
ves and goaed model ofotal evaluat
unity c) the educational ndent body e
ards particulthe educatie the comng the relatidressed hanodel with ththe provisio
ach interestve that servighting factocational tierto a certain
vely the releerefore the secondary
different as orption betwethod may bd for each in
quantitativd reports and
each educals that the e
f evaluation tors a) the aenlarged scleadership evaluator (T
lar objectiveional leader
mparison wive deviationdled and whe indicativon for the ded party att
ves this criteor to be counr the criterin extent comvant generacriteria for and higher it is the diff
ween pupils be annual annterested sidve and quad examples ational tier ducational lof the effec
academic techool commitself with thTable 1)
81
es and certars to evalu
will be objons among twhich need ive criteria idifferent weitaches to therion In ot
unted in the oia for evalummon but al and specif
evaluatingeducation
ferent expecand graduatnd shall takde and for alitative pefor each onand each inleadership sctiveness ofeachers and
munity d) thhe self-asse
In
ain criteria-ate themseljectively athe ratters dimprovemenis reflected ighting of eahe criterionther words overall outc
uating the efin some cafic objective the educatshould be
cted educatites respectiv
ke advantageach educa
erformance ne The critenterested sidshould achief the educatid administrahe state throuessment proc
nternational R
-standards tlves againstaccountabledisagreemennt in the Tab
ach criterionof effectiv
each assesscome of the ffectivenessses should es of this tietional leadesome commonal outcomvely e of a structional tier objectives
eria for assede accordineve for themional leadertive staff bugh the Mincess and f) a
Research in EISSN 2
2020 Vol
httpiremacr
then it comst the same e comparabnts among th
ble 1 belown on the bas
veness that sment criterevaluation s of the edube differen
er For examership effecmon as it ismes-effects
ctured questand shouldand criter
essing effecng to the p
m Summarirship can incb) the pupilnistry of Edan external
Education 2327-5499
8 No 1
rothinkorg
mes easy exactly
ble and hem and
w In this sis of the it raises
rion will Also in
ucational nt as will mple the ctiveness s school in terms
tionnaire d contain ria with ctiveness articular izing the clude up student
ducation certified
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Table 1
Evaluators
Members
Student Pupil
Graduates
Community
Educational
Teachers
Community
amp
Administrative
Staff
A holistic
Strategic
Objectives
s
Learning
Teaching
Outcomes
Students
Performan
and
achieveme
e
Leadership
Manageme
Style
Outcomes
Profession
developme
Integration
academic
administra
personnel
educational
s
Profes
Effect
Primar
Individ
criteria
amp
nce
ents
Safe
access
people
diversi
resourc
Studen
develo
Forma
behavi
gradua
Perform
for ex
Excell
day
phenom
p amp
ent
nal
ent
n of
and
ative
Missio
Ethics
Profes
and
Develo
Opport
Effecti
Integri
equal
Influen
manag
Stimul
Empat
Teamw
l leadership
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
and functi
ibility and supp
e with disabili
ity Utilizatio
ces Distinction
nt perform
opment Knowl
tion of attitu
iors Degree o
ates in the
mance of excel
xaminations
ence Preparat
Elimination
mena
on Vision an
and Profe
sional Commu
Staff Work
opment of
tunities for tr
ive leadership
ity Responsive
treatment
nce Persuasio
gement Suppo
lation Prob
thy Encourage
work amp collabor
82
p evaluation
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
ional faciliti
port structures
ities Respect
on of availa
ns and excellen
mance Sk
ledge acquisiti
udes perceptio
of absorption
labour mark
llence preparat
Distinctions a
tion for the n
of delinqu
nd Core Valu
essional Norm
unity for Teach
king conditio
f executiv
raining Initiati
skills and sty
eness Fairness
Meritocra
on Participat
ortive leadersh
blem solvi
ement Guidan
ration
In
n model
a of
on
acy
el
Weightin
Coefficie
Criterion
ies
for
for
able
nce
kills
ion
ons
of
ket
tion
and
next
uent
1-5
ues
ms
hers
ons
ves
ive
yle
s amp
acy
ory
hip
ing
nce
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pu
Gr
Qu
Te
Sa
Su
Qu
Ad
Pe
Sa
Su
Qu
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
upil-Student
raduates
uestionnaire
eachersrsquo
tisfaction
urvey
uestionnaire
dministrative
rsonnel
tisfaction
urvey
uestionnaire
n
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Evaluators
Members
Broader Schoo
Local
Community amp
Parents
Ministry
of Education
Strategic
Objectives
ol
amp
School Cl
outcomes
Diverse
perspective
School
Communit
Relations
Operationa
Outcomes
Educationa
level g
Schools
standards
assessmen
School
improveme
Organizati
Resources
School
Policies
Distinction
Excellence
s
Profes
Effect
Primar
Individ
criteria
imate
esrsquo
ty
Equity
Comm
Studen
Famili
inform
parents
with d
Pleasan
extrov
Develo
networ
amp loc
environ
Specia
al
al
goals
and
nts
ent
ion
and
ns amp
e
Curricu
Assess
School
Improv
Manag
utilizat
of lost
Partici
confer
progra
Utiliza
Implem
framew
proced
ssional Standar
iveness Educa
ry Secondary H
dual indicator
a-measures by e
y and Cultural
munity of Care
nts Meaningfu
es and Com
mation and co
s Support stru
disabilities Resp
nt School clim
ersion amp
opment of c
rking relations w
cal communit
nment Person
al case managem
ulum Inst
sment Professi
l Personn
vement Op
gement Deg
tion Efficiency
t hours Scient
pation in
ences Particip
ammes To
ation of
mentation
work amp Gov
dures
83
rds amp Criteria
ation Level
Higher Educati
rs and effica
educational leve
l Responsivene
and Support
ul Engagement
mmunity regu
ommunication
uctures for peo
pect for divers
mate- Degree
innovati
cooperative a
with other scho
ty Safe sch
nal interest a
ment
truction a
ional Capacity
nel Sch
perations a
gree of I
y Replenishm
ntific publicatio
internatio
pation in resea
otal citatio
infrastructur
of legislat
vernment Pol
In
a of
on
acy
el
Weightin
Coefficie
Criterion
ess
for
of
ular
of
ople
ity
of
ion
and
ools
hool
and
1-5
and
of
hool
and
CT
ment
ons
onal
arch
ons
res
tive
licy
1-5
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Pa
Sa
Qu
Ta
Ac
Ap
As
the
ach
Me
Sta
Ob
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
rents
tisfaction
uestionnaire
arget
chievement
ppraisal
ssessing
e degree of
hievement
eeting
andards amp
bjectives
n
f
amp
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Evaluators
Members
External
Independent
Certified
Evaluator
Self-Evaluatin
Educational
Leadership
FINALE
EVALUATIO
N= TOTAL
OF STAKE
HOLDERS
Total eachieve Each grthem a significcriterionoverall results multiplithe impinteractto institleadershenvironwellbein5 Conc
The effecommu
Strategic
Objectives
Overall a
criteria
compariso
with Me
Standards
Best Practi
ng Overall A
Criteria
O
E
evaluation= ement)
roup of evaweighting
cance of thisn on a Likeperformanfrom the pied by the rportance oftion betweentute any eduhip skills
nment and ng (Gjoshi clusions
fectiveness ounity of educ
s
Profes
Effect
Primar
Higher
Individ
criteria
above
plus
ns
eeting
amp
ices
Compa
of oth
institut
Above Self-as
leader
evalua
Total
evalua
educat
Sum of
aluators sidefactor of 1
s criterion fert Scale froce and degartial sum relevant wef managerian teachers p
ucational refwhich alsoquality of
amp Kume 2
of leadershipcators resea
ssional Standar
iveness Educa
ry Secondary
r Education
dual indicator
a-measures by e
arative perform
her similar e
tions different
ssessment of
in each of th
ation
of selected
ation group an
tion
selected
e selects th1= minimumfor that grou
om 1 = zero gree of evaof the degrighting of tal capacitiepupils pareform and also impact tf learning 014)
p in the eduarchers pare
84
rds amp Criteria
ation Level
rs and effica
educational leve
mance and resu
educational un
states ie PISA
the educatio
he criteria set
d set criteria
nd per level
criteria X
he most repum up to 5up and assachieveme
aluation effree which athat criteriones of schooents and locaso studentsrsquothe self-effaccording
ucation sectoents studen
In
a of
acy
el
Weightin
Coefficie
Criterion
ults
nits
1-5
onal
for
1-5
per
of
1-5
1-5 (weig
resentative 5 = maximusesses the deent up to 5 =fectiveness attributed ton Besides ol leaders ial governme success is l
ficacy of tto their r
or is an issunts educatio
nternational R
ness
ent
n
Achie
Grad
Crite
1-5
1-5
Total
Achie
htiness fac
criteria for um weightegree of ach= maximumof the eduo each of taccording t
in leading ent is valuedlinked with eachers Furesearch in
ue that increaon in genera
Research in EISSN 2
2020 Vol
httpiremacr
evement
de
erion
De
the
me
Be
Int
Sta
Eff
Be
Se
Qu
Final
evement
Th
ass
sum
eva
ctor) X 1-5
r this gives dependinghievement
m achievemucational leathe criteria to another sschool effed as crucial the effectivurthermorenfluences s
asingly engal and many
Education 2327-5499
8 No 1
rothinkorg
escription of
e evaluation
ethod
enchmarking
ternational
andards of
ffectiveness amp
est Practices
lf Evaluation
uestionnaire
he overall
sessment is the
m of all
aluations
5 (grade
each of g on the for each
ment The adership adopted
study on ectively in order
veness of school studentsrsquo
gages the y studies
n
f
amp
n
l
e
l
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
have beAydin eto contreffectivobjectivwhich eWith reand arisof the ethese arand the Regardiof the measuraand meaAs for trelevantcredibleand muRegardiemergeand assemore acjudged and targthe objethey cadifferen51 PoliAccorda meanschallengframewassessmassessmimprovesystemassessmclassroocomponlevels (goals of
een done on et al 2013 ribute to the
veness Empve and qualientails all thegard to the ses through effectivenesre the acadeeducationa
ing the secorelevant litable with obasures accothe third rest literature e put with
ulti-factorialing the concd in principess the effecccountable objectively
gets which aectives At tan be manynt recipientsicy Recomming to OECs to assess sges in devel
work such aments and tments basede the provis Thus OEC
ments that com the schnents and is (teacher schf reform an
the issue ofThompson e commentphasis was pitative criter
he major staresearch quthe quotati
ss of the eduemic and adal policy thrond researchterature thabjective and
ording to theearch questthat the cr
quantifiablel based on thcept of effe
ple in determctiveness ofway the ef
y on the basiare initially this point it different s mendations aD a key elemstudent learloping an efs aligning eteacher-based on results sion of educCD recommcan be usedool the rega requiremhool admin
nd for establ
f its effect on2017 Allenary and meplaced on thria of educa
ake holdersrsquouestions andon of the reucational ledministrativow the minih question at indeed thd clear critee interest of tion it is undriteria for ee qualitativhe main recectiveness omining the cf leadershipffectivenessis of the reshave been sis understooquantitative
and Researcment of an erning outcomffective studeducational ed assessmand outcom
cation and tmends that Gd as appropgion and theent not onlynistration) blishing a reg
85
n the varioun Grigsby aeanings of the correlatiational lead interests
d more specelevant litereadership arve staff off istry of eduit is unders
he outcomeeria and thef each stake derstood andevaluation cve and quancipients of thof educationconcept of p with specifs of an educsults producset The critod that the oe and qualit
rch Contribuevaluation smes throughdent assessmstandards a
ments of leames (more to promote aGreece neepriate at me system Ay for the devbut also forgime of acc
In
us addresseeand Peters 2the conceptsion interactership effec
cifically to thrature that thre the main school orga
ucation stood and pees of the ese can be seholder
d documentcan identifi
ntitative manhe education
nal leadershieffectivenefic criteria cational leadced as compterion here iobjectives atative depen
ution system whih a nationalment withinand student aarning and than on inpaccountabilds to design
multiple leveA comprehenvelopment or measuringcountability
nternational R
es of this (M2015) This s of school tion and intctiveness in
he first queshe most apprecipients t
anization th
erceived threducational et by differe
ed through ied with relnner and evnal leadership importanss and alsoparametersdership canpared to theis the degreeare not alwanding on di
ch is now m student ass
n the evaluatassessmentintegrating
put and proity across thn a nationalels the indinsive systemof improvemg the succesy Evaluation
Research in EISSN 2
2020 Vol
httpiremacr
McCarty et awork has atleadership
tegration ofn a functiona
stion is undpropriate evthat this imphe students
rough the qleadership
ent goals st
the quotatiolative accur
valuated objhip nt conclusio
o in how to m Eventually
n be interpree objectivese of achieve
ays the sameifferent inte
missing in Gsessment Ttion and ass balancing g student-foocedure) in he whole ed
al system ofividual studm involves mment strategss in achievns and asse
Education 2327-5499
8 No 1
rothinkorg
al 2014 ttempted and itsrsquo
f relative al model
derstood valuators pact and parents
quotation can be
tandards
on of the racy be jectively
ons have measure y with a eted and criteria ement of e in fact erests of
Greece is There are sessment external
ormative order to ducation f student dent the multiple
gies at all ving the essments
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
are requdecentrBesidesintentiofor estaattemptthe pedaThis stuPolicy teachersleadershoutcomleaders results teachersparents provideanticipaLeadersresults current differenfairnesscompar52 FurFurther relevantto be asfollowestudy shsimilar of impoadopt theducatiosociety howevemeritocshould educatio
uirements falisation as a self-evaon off reformablishing a ted for the fagogical au
udy could co(IEP) Mins and schohip and the
mes The sugand adminThese are
srsquo performaand overal
e concurrenated targets s will becomto upliftingchanges of
nt evaluatorss and focurable sufficirther Resear
studies sht assessmen
s objective aed on the dehould undemodel in o
ortance of suhe importanonal leaderswith critica
er this shoulcracy and t
lead to donal policy
for an equitand for devaluation frams of Greek
frameworkfirst time wutonomy of ontribute to
nistry of Edool leaders significant
ggested intenistrators toe for examance persol school op
ntly clear and standar
me aware tog and improf the times s integratedus on speient standardrch
hould be carnt criteria foand mainly megree of accergo to checother wordsuch an evalunce of evaluaship in part
al direct andld not deviattransparenc
directions aoutcomes
table regimvolution of amework fok educationak for evaluill contributschools (HeGreek auth
ducation in in better role of an
egrated evao learn the
mple studennnel satisfaerational peinformatio
rds that havo cope withoving schoolthrough thi
d in the modecific areasds
rried out inor each intermore represceptance ofck the desir the same duation modeating the effticular as thlong-term r
te from its fucy and throand opportu
86
me of accounf autonomyor the educal system in uating educte to the decellenic Repu
horities for etheir effor
understandiintegrated e
aluation moway that thntsrsquo achievaction relaerformancen regardin
ve been set rh the challenl effectivenis contributiel can estab
s for leade
n order to rested side osentative as f this modelrability and direct recipieel of the edufectiveness hey have a mresults Whi
fundamentalough the emunities for
In
ntability ef to individcational ouwhich the s
cational stafcentralizatioublic 2018education surts for reforing the exievaluation model may heheir leaders
vement schtions with The propo
ng leadershrelatively frnges of the
ness to be cion The mu
blish its tranership effec
finalise theof evaluator
possible Itl for each elevel of us
ents as evaluucational leaof the educmulti-faceteichever assel objectives
mergence ofthe impro
nternational R
fficient mandual schooltcomes of scheme propff executiveon of the ed p 63) uch as Institrms and assisting effecmodel in imelp head teahip affects
hool climateteachers a
osed model ip effectiverom the difftime with ompetitive ultiple assesparency sactiveness im
e exclusive s in order tht is also impeducation tisefulness ofuators shouadership Poation systemed influenceessment mo which musf weakness
ovement an
Research in EISSN 2
2020 Vol
httpiremacr
nagement els (OECD each schoo
poses species These r
ducation sys
tute for Edusist policy
ctiveness ofmproving leaachers eduschool com
e learning administrativ
is unique aeness towaferent stake regards to and adoptiv
essment critafeguard evimprovemen
objectives he evaluatioportant a stuier Finally f adopting tuld judge tholicy makerm in generale on a large
odel will be ast be the objses that wilnd optimiza
Education 2327-5499
8 No 1
rothinkorg
effective 2011a)
ol is an fic ways reforms stem and
ucational makers
f school adership
ucational mmunity
results ve staff as it can ards the holders improve ve to the teria and valuation nt with
and the on model udy to be
another this or a e degree
rs should l and the e part of adopted ectivity ll result ation of
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Referen
Allen RelationNCPEAAvci Aprincipa10(20) Ayhan Styles oTheory Beck LexplorinEducatiBird Jleadersh153-171Bruggenschool Educati436272CatanoBetweehttpsdCliffordClimatePubliclye57217Cohen policy DruckerReviewInvestigevaluati10(20) Edmond15-18 2ElmoreEverardOpen U
nces
N Grigsbnship Amon
A InternatioA (2015) Inals and eva2758-2767A YIlma
on Teachersamp Practice
L G amp Fong possibilional Admin Wang Chip and tea1 httpsdoncate G Lleaders on
ional Admin2 N amp Str
en Principaldoiorg101d Μ Menoe for Gaugiy Accessib2012-001 J McCabepractice anr P F (2
wrsquoden en kagation of traion of them2758-2767
ds R (19720-24 R F (200
d K B ampUniversity)
by B amp ng Transfornal Journal
nvestigationaluation of t7 httpsdoiaz S amp Şesrsquo Organizae 13(2) 806oster W (1ities In J nistration (p Watson Jacher trust oiorg1011Luyten H n student nistration Q
ronge J Hl Evaluation117701926on R Ganing Princip
ble Measure
e EM Mind teacher e2012) Kenlıcı youmlnetimansformatio
m in terms of7 httpsdoi79) Effectiv
02) Bridginamp Morris G
Patra (in Gr
Peters L mational Lel of Educati
n of transformhem in termiorg10589enguumll U (2tional Com
6-811 1999) Adm
Murphy amppp 337-358 amp Murrayand engage771052684Scheerens achievemen
Quarterly 4
H (2006) Wn and Perfo365062922
ngi T Conpal Performes America
ichelli M Nducation T
ndini youmlnetm fikirleri İonal and tranf educationaiorg10589ve Schools
g the Gap BG (1999) E
reek)
87
(2015) Deadership Sional Leademational an
ms of educat97err201522013) The
mmitment an
ministration amp K S L8) San Frany L (2009)ement level4609019002J amp Sleeg
nt How c48(4) 699-7
What Are Pormance Sta211 ndon C amp
mance A Rean Institute
N amp PickeTeachers Cotmek (Ccedilevİstanbul Onsactional lal administra97ERR201for the Urb
Between StaEfficient Ed
In
Does leaderSchool Climership Prepand transactiotional admi2483 Effect of S
nd Job Satis
and commuLouis (Edsncisco Josse Relationshls Journal 202 gers P (201can school 732 https
Principals Eandards NA
amp Hornung eview of thes for Rese
eral T (200ollege Recor İnan M)
Optimist Yayleadership sation Educ52483
ban Poor E
andards andducational A
nternational R
rship mattemate and Stuaration 10(onal leadersnistration A
School Prinfaction Ed
unity Cons) Handbooey-Bass hips among of School
12) Modelileaders m
doiorg10
Expected toASSP Bullet
K (2012) he Validity earch https
09) School rd 111(1) 1) Esaslar yınlar In Astyles of schational Res
Educational
d AchievemeAdministrati
Research in EISSN 2
2020 Vol
httpiremacr
er Examinudent Achie(2) ship styles oAcademic J
ncipalsrsquo Leaducational S
sidering chaok of Rese
g principal aLeadership
ing the influmake a diff011770013
o Do Contin 90(3) 2
Measuringand Reliab
sdoiorg1
l climate R180-213
Harvard BAhmet Avcihool principsearch and R
Leadership
ent ion EAP (H
Education 2327-5499
8 No 1
rothinkorg
ning the evement
of school Journals
adership Sciences
allenges arch on
authentic p 19(2)
uence of fference 161X11
ngruence 221-237
g School bility of 101037
Research
Business i (2015) pals and Reviews
p 37(1)
Hellenic
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Gjoshi in the imof ReseaHallingreview httpsdHelleniHenderfamily EducatiIEP (InacademLeithwoPhiladeLeithwoPress Leithwostudent EducatiLewis centuryMacbeaMalta MMarzanResearcDevelopMcCartSchoolsAdminisMulfordEffectivfor the AhttpsdNationaEducatiOECD OECD TraininOECD Reform
R amp Kummplementatarch and D
ger P amp Hof empiricadoiorg101c Republic son A T
and comional Develnstitute of E
mic experts food K A
elphia PA Lood K (200
ood K Lolearning r
ional ImproP S Good
y New Yorkath J (2001Ministry of Eno R J Wch to Respment ty D Walls Principal stration andd B (2003veness A PaActivity ldquoAdoiorg101al Policy Bional Leade (2017) Ed (2008) Img Policy Di (2011) Eers in Educ
me K (2014tion of educ
DevelopmentHeck R (19al research 117700131(2018) Greamp Mapp K
mmunity coopment Lab
Educational for the OEC amp Riehl Laboratory 02) Organi
ouis S Andreview of rvement Undman S Hk USA We1) Self-asseEducation
Waters T ampsults Alexa
lin P amp Band Couns
d Supervisio3) School Laper CommAttracting D1076lpos2
Board for Eers 2015 Reducation Polmproving Sivision
Education Pcation OEC
) Research ational instit 1(1) 26-3996) Reasse
1980-199561X960320eece A GroK L (2002
onnections boratory Policy) (20
CD review teC (2003)for Studentizational lea
derson S ampresearch Mniversity of amp Fandt est Publishinessment at sQuality Ass
amp McNultyandria VA
Boggan Mselor Collabon Journal Leaders C
missioned byDeveloping 21091554
Educational eston VA Alicy in GreeSchool Lea
Policy AdviCD Publishin
88
h on the admitutions refo
30 essing the p Education001002 owth Strateg2) A new won studen
16) Experteam MarchWhat we k
t Success Tarning and
amp WahlstroMinneapolis
MinnesotaP M (199
ng school Utopsurance B A (200A Associa
(2014) Shborative Lea32(4)
Changing Roy the Educatand Retaini
46 Administra
Author ece A Prelimadership D
ice for Greng
In
ministrator prorms in Kos
principalrsquos rnal Adminis
gy for the Fwave of ev
nt achievem
srsquo Reports h 2016 know about Temple Univ
school impr
om K (200 MN Cent
95) Manag
pia and deed
05) School ation for S
hared Leadeadership N
oles and Imtion and Traing Effectiv
ation (2015
minary Assirectorate F
eece Strong
nternational R
rofessional sovo Interd
role in schotration Qua
Future idence The
ment Austin
report prepa
successful versity rovement G
04) How leater for App
gement Cha
d Athens E
LeadershipSupervision
ership ModeNational For
mpact on Teaining Policve Teachersrdquo
5) Professi
essment For Educati
g Performe
Research in EISSN 2
2020 Vol
httpiremacr
training anddisciplinary
ool effectivearterly 32(1
e impact ofn TX So
ared by the
school lea
Greenwich
adership inplied Resea
allenges in
Ellinika Gra
p that Workn and Cur
del for 21st rum of Edu
Teacher andcy Divisionrdquo Paris Apr
ional Stand
ion Educat
ers and Su
Education 2327-5499
8 No 1
rothinkorg
d its role Journal
eness A 1) 5-44
f school outhwest
IEP and
adership
CT JAI
fluences arch and
the 21st
ammata
ks From rriculum
Century cational
d School OECD ril 2003
dards for
tion and
uccessful
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
OECD assessm178797PapanaoinvestigPont BpracticePortin BT (20WashinRobinsoAn anaQuarterSaϊti AAthens-SchoderHarcourStravakempiricThe CoDevelopThe WoStrategiThompsLeadersParadigVerdis the Uni
Glossar
IEP Inst
PD Pres
OECD
EKPIS
(2013) Synment OECD7892641906oum Z (
gation ThesB Nusche e (Vol 1) PB S Knap009) Leadngton on V Lloyalysis of thrly 44(5) 6A (2008)-ASPETE rbek P Prt Brace Jov
kou P (20cal researchommonwealpment Grouorld Bank (ies that Worson Canuteship Approagms for the 2
A (2002) versity of L
ry
titute of Edu
sidential De
Organizatio
Educationa
nergies for BD reviews 658-sum-de1995) Thessaloniki K
D amp MoParis OECDpp M S Dadership for
yd C amp Rhe differen635-674 htt) Educatio Cosier Rvanovich Pu03) The d
h Thessalonlth Secretarup Marlboro(2017) Edurk e Sylvesterach and Per21st CenturSchool Eff
London Inst
ucational P
egree
on for Econ
al Key Perfo
Better Learof evaluatio
e e school ad
Kyriakidesoorman HD areff S Fe
Learning
Rowe K (20ntial effectstpsdoiorgonal evalua
R A amp Apublishers
director of niki Kyriakriat Reportough Houseucation Glob
r Dr (2017rspectives ory Journal ofectiveness atitute of Edu
olicy
omic Coope
ormance Ind
89
rning An Inon and ass
dministratio
(2008) Im
eldman S RImprovem
008) The ims of leaderg1011770ation Nati
plin J C
the Primarkidi Brothert (1993) Ee Pall Mall bal Practice
7) Teacherson the Princof Organizaand Educatucation Un
eration and
dicators and
In
nternationalsessment in
on Theore
mproving s
Russell F Ament in Ur
mpact of lership types013161X08ional and
(1988) Ma
ry school us
Education PLondon Building C
srsquo Expectatcipalship Iational amp Eional Evalu
nited Kingdo
Developme
d Standards
nternational R
l perspectiven education
tical analy
chool leade
A Samuelsrban Schoo
adership on Education8321509
Kapodistri
anagement
unit as its
Programme
Capacity of
tions of Eddentifying C
Educational uation in Grom
ent
Research in EISSN 2
2020 Vol
httpiremacr
e on evalua httpsdoi
ysis and em
dership Pol
son C amp Lols Univer
n student ounal Admini
ian Univer
San Diego
operating f
Human R
f School Lea
ducational LCritical LeaLeadership
reece PhD
Education 2327-5499
8 No 1
rothinkorg
tion and iorg10
mpirical
licy and
Ling Yeh rsity of
utcomes istration
rsity of
o USA
force-an
Resource
aders
Leadersrsquo adership
p 2(2) thesis at
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Append
Append
httpseMPROV
Append
Educationa
1 The
2 The
and
3 The
4 I ha
5 The
prac
6 The
feed
7 The
plan
8 The
reco
9 The
bein
10 I fee
11 The
indi
12 The
way
13 The
Plan
14 I am
Dev
15 Pers
actio
dix
dix 1 Evalu
educationgVEMENT3
dix I Teache
al Leadership a
e Head of Schoo
e Head of Schoo
challenges of t
e Senior Manag
ave the opportun
e Senior Man
ctices among st
e Senior Mana
dback on my pe
e Senior Manag
n in advance
e Senior Mana
ords of assessm
e Senior Manag
ng
el involved in th
e school uses th
icate priority ar
e School Develo
y forward for th
e implementati
nrsquos action plans
m involved in
velopment Plan
sons responsib
on plans
uation Quest
ovmtened320Appe
er Question
and Managem
ol has a clear vi
ol consults the
the school
ement Team pr
nity to take lead
nagement Tea
aff
agement Team
erformance in c
gement Team e
agement Team
ment
gement Team c
he schoolrsquos self
he self-evaluati
eas for improve
opment Plan do
he school comm
ion of the S
s is manageable
the implemen
rsquos action plans
ble monitor the
tionnaire
ducationquaendices20
nnaire
ment
ision for the sch
staff about the
omotes teamwo
dership roles
am promotes
gives me eff
lass
ensures that te
m monitors tea
cares about my
f-evaluation pro
on process to c
ement
ocument indicat
munity
School Develo
tation of the S
e implementati
90
ality-assura-20questi
Stro
ngly
Agr
ee
hool SA
needs SA
ork SA
SA
good SA
ffective SA
eachers SA
achersrsquo SA
y well SA
ocess SA
clearly SA
tes the SA
opment SA
School SA
ion of SA
In
anceDocumionnairesdo
gy
g
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
mentsQADocx
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
20SCHOO
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
OL20I
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
16 I fee
17 I ha
the
18 The
effe
19 Exis
20 The
are
21 New
indu
22 Prof
of th
Learning an
23 The sc
Nation
a L
b D
c L
d E
e E
innova
f E
24 The sc
potenti
25 The sc
26 The s
activiti
27 The sc
28 Collea
29 I feel
el supported in
ave sufficient o
Senior Manage
e Senior Ma
ectively with the
sting school po
e roles and duti
clearly defined
w members of
uction process
fessional Deve
he staff in line w
nd Teaching
chool caters for
nal Curriculum F
Literacy
Digital literacy
Learning to lear
Education for su
Education for
ation
Education for d
chool supports
ial as lifelong le
hool helps learn
school enhanc
ies
hool has links w
agues willingly
confident in im
my role as a tea
opportunities to
ement Team
anagement Te
e teaching staff
licies are effect
es of the differ
f staff benefit
lopment sessio
with the school
r these cross-cu
Framework
rn and cooperat
ustainable deve
entrepreneurs
iversity
s learners in d
earners
ners develop as
es learning th
with the commu
share their reso
mplementing d
acher
o communicate
eam commun
f
tive
rent members o
t from an eff
ns address the
development n
rricular themes
tive learning
elopment
ship creativity
developing the
s democratic cit
hrough co-cur
unity
ources with me
differentiated te
91
SA
e with SA
nicates SA
SA
of staff SA
ffective SA
needs
needsSA
St
rong
lyA
gree
s of the
SA
SA
SA
SA
y and SA
SA
eir full SA
tizens SA
rricular SA
SA
SA
eaching SA
In
A
A
A
A
A
A
A
St
rong
ly A
gree
Agr
ee
A
A
A
A
A
A
A
A
A
A
A
A
nternational R
NS
NS
NS
NS
NS
NS
NS
Not
Sur
e
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
gy
Disa
gree
Not
App
licab
le
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
method
30 Learne
31 Learne
32 Learne
33 LSAs
learner
34 The sc
35 Our le
scripts
36 The sc
mean m
37
I am
annual
consid
School Clim
38 The sc
39 The sc
a G
b L
c L
d L
40 The sc
41 Resour
42 The sc
guidan
43 Individ
statem
44 The sc
good b
45 The sc
ds
ers participate a
ers participate in
ers are capable o
and teachers w
rs
hool has an app
arners benefit f
chool sets real
marks to raise p
satisfied with
l examinatio
deration our part
mate
hool promotes
hool addresses
Gifted and talen
Learners with sp
Learner from dis
Learners from d
hool has approp
rces are fairly d
chool provides
nce
dual education
ent of needs are
choolrsquos behavio
behaviour
hool handles di
actively in the le
n child-centred
of self-assessm
work in synergy
propriate assess
from the analy
listic targets b
performance
the performan
onsSEC exa
ticular context
confidence and
the needs of
nted learners
pecial education
sadvantaged so
diverse cultural
priate resources
distributed amon
s learners wit
nal programme
e updated regul
our managemen
isciplinary prob
esson
learning
ment
y for the benefi
sment policy
sis of corrected
ased on the n
nce of our sch
ams taking
d self-esteem of
nal needs
cial background
and linguistic b
s to support all
ngst staff
h effective pe
es (IEPs) for
larly
nt policy is effe
blems in a firm
92
SA
SA
SA
it of all SA
SA
d exam SA
national SA
hool in
into SA
f learners
nds
backgrounds
learners
ersonal and ca
r learners wit
ective in promo
but caring man
In
A
A
A
A
A
A
A
A St
rong
ly A
gree
SA A
SA A
SA A
SA A
SA A
SA A
SA A
areer SA A
th a SA A
oting SA A
nner SA A
nternational R
NS
NS
NS
NS
NS
NS
NS
NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stl
Di
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
D NA
D NA
D NA
D NA
D NA
D NA
D NA
D NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
46 The sc
47 I feel v
48 I am sa
49 The sta
50 I feel s
51 Learne
52 The sc
53 The sc
54 Parents
55 Parents
56 Parents
57 Parents
58 I feel f
Append
Education
1 The
2 The
3 I fee
need
4 The
5 The
6 Exis
7 I kno
Learning a
8 We
hool deals with
valued at school
atisfied with the
aff supports sch
supported by my
ers participate a
hool fosters mu
hool fosters mu
s regularly follo
s readily coope
s attend parents
s participate in
fulfilled workin
dix II Stude
nal Leadership
Head andor A
Head andor A
el comfortable
ded
Head andor A
school values m
sting school pol
ow who to appr
and Teaching
practice democ
h cases of bullyi
l
e schoolrsquos effor
hool initiatives
y colleagues
actively in schoo
utual respect am
utual respect am
ow their childrsquos
rate with the sc
srsquo day
activities organ
ng in my school
ent Question
and Managem
ssistant Head k
ssistant Head v
approaching th
ssistant Head a
my opinion
licies are effecti
roach in differe
cracy in school
ing immediately
rts to tackle abse
ol organised act
mong staff mem
mong learners
s educational pr
chool
nised by the sch
nnaire
ment
know me person
visit our class re
he Head ando
re fair when tak
ive
nt situations
93
y and effectivel
enteeism
tivities
mbers
rogress
hool
nally
egularly
or Assistant He
king decisions
In
ly SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA A
SA ASt
rong
ly A
gree
SA
SA
ead when SA
SA
SA
SA
SA
Stro
ngly
Agr
ee
SA
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Stro
ngly
Agr
ee
Agr
ee
Not
Sure
A A NS
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Not
Sur
e
Disa
gree
Stro
ngl
Disa
gree
S D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
Stro
ngly
Disa
gree
Not
App
licab
le
NA
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
9 The
10 I am
scho
11 My
12 I lik
13 All
less
14 Dur
15 The
16 The
17 The
18 The
19 I fe
diff
20 I am
21 The
22 I am
School Cli
23 I fe
trou
24 The
25 The
26 I fe
27 The
serv
28 I pa
29 I fe
30 My
scho
31 My
hom
e school organis
m given the op
ool
y classmates beh
ke the way my c
learners are g
son
ring some lesso
e teachers make
e teachers ask u
e teachers teach
e teachers tell m
eel confident to
ficulty
m given homew
e homework is a
m encouraged to
imate
eel confident to
ubled
e school handle
e school deals w
el happy at sch
e school provid
vice
articipate active
el respected by
y parents are in
ool
y parents help
mework
ses various acti
pportunity to pa
have well durin
class is decorat
given the opp
ons we are given
e lessons interes
us questions to s
h in a way I und
me how to impro
ask the Learni
work regularly
always correcte
o do well
o go to the guid
s disciplinary p
with cases of bu
ool
des learners w
ely in school org
y the other stude
nformed regular
me when I h
vities
articipate in ac
ng lessons
ed
ortunity to pa
n the opportuni
sting by using d
see what we hav
derstand
ove my work
ing Support As
ed by the teache
dance teacher w
problems effecti
ullying effective
ith an effective
ganised activitie
ents
rly of what I am
have difficultie
94
ctivities organis
articipate active
ity to work in gr
different resour
ve understood
ssistant [LSA] i
er
when I feel SA
ively SA
ely SA
SA
e guidance SA
es SA
SA
m doing in SA
s with my SA
In
SA
sed by the SA
SA
SA
ely in the SA
roups SA
ces SA
SA
SA
SA
if I have a SA
SA
SA
SA
Stro
ngly
Agr
ee
Agr
ee
A A
A A
A A
A A
A A
A A
A A
A A
A A
nternational R
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
A A NS
Not
Sur
e
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
NS D
Research in EISSN 2
2020 Vol
httpiremacr
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
S D SD
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
Append
Education
1 The
2 The
cha
3 The
4 The
rele
5 I am
6 I ha
Ass
7 The
8 Exi
Learning
9 The
10 The
11 The
12 Lea
ben
13 Tea
14 Hom
15 Tea
16 My
imp
17 I re
18 I am
School Cli
dix III Pare
nal Leadership
e Head of Schoo
e Head and A
anges in the sch
e Head andor A
e Head andor
evant for me as
m asked for my
ave sufficient o
sistant Heads
e Head andor A
isting school po
and Teaching
e school suppor
e school helps l
e school enhanc
arning Support
nefit of all learn
achers provide r
mework is suite
achers regularly
y child is give
prove
eceive regular fe
m satisfied with
imate
ent Question
p and Managem
ol has a clear vi
ssistant Heads
ool
Assistant Heads
Assistant Head
a person
views about th
opportunities to
Assistant Heads
olicies are effect
rts learners in d
earners develop
ces learning thro
Assistants (LSA
ners
reasonable amo
ed for my child
y correct my chi
en feedback on
eedback on the
h the academic p
nnaire
ment
ision for the sch
are doing the
are available to
ds organise reg
he school at leas
o communicate
communicate e
tive
eveloping their
p as democratic
ough co-curricu
As) and teacher
unt of homewo
rsquos ability
ildrsquos homework
n hisher work
academic perfo
performance of
95
hool
eir best to brin
o listen to my c
gular meetings
st once a year
e with the Hea
effectively with
r full potential
c citizens
ular activities
rs work togethe
ork
k
k to enable him
ormance of my
f my child
In
Stro
ngly
Agr
ee
SA
ng about SA
concerns SA
that are SA
SA
ad andor SA
h me SA
SASt
rong
ly A
gree
SA
SA
SA
er for the SA
SA
SA
SA
mher to SA
child SA
SA
Stro
ngly
Agr
ee
nternational R
Agr
ee
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS A
gree
Not
Sur
e
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
Agr
ee
Not
Sur
e
Research in EISSN 2
2020 Vol
httpiremacr
Disa
gree
Stro
ngly
Disa
gree
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
Disa
gree
Stro
ngly
Education 2327-5499
8 No 1
rothinkorg
Stro
ngly
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Disa
gree
Not
App
licab
le
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the
19 The
20 The
a
b
c
21 The
guid
22 Ind
stat
23 The
goo
24 The
25 The
26 The
27 I am
28 My
29 The
30 I re
31 Par
32 I re
33 I am
34 I re
35 The
36 I wo
Copyri
Copyrig
This arCreativ
e school promot
e school addres
Gifted and ta
Learners wit
Learners from
e school provi
dance
dividual educat
tement of needs
e schoolrsquos beha
od behaviour
e school handle
e school deals w
e school values
m satisfied with
y child participa
e school encour
egularly follow
rents readily coo
egularly attend p
m invited to tak
egularly take pa
e school addres
ould recommen
ight Disclai
ght reserved
rticle is ane Commons
tes studentsrsquo se
ses the needs o
alented learners
th special educa
m diverse cultu
ides learners w
tional program
s are updated re
aviour managem
s disciplinary p
with cases of bu
parentsrsquo contrib
h the schoolrsquos ef
ates actively in s
rages respect am
my childrsquos educ
operate with the
parentsrsquo day
ke part in school
rt in school eve
ses problems I
nd the school to
imer
d by the auth
n open-acces Attribution
lf-esteem
f
s
ational needs
ural andor lingu
with effective
mmes (IEPs)
egularly
ment policy is e
problems in a fir
ullying immedia
bution
fforts to tackle a
school organise
mong parents
cational progres
e school
l events
ents
raise in a timely
o other parents
hors
ess article dn license (h
96
uistic backgrou
personal and
for learners w
effective in pro
rm but caring m
ately and effect
absenteeism
ed activities
ss
y manner
distributed httpcreativ
In
SA
SA
SA
nds SA
career SA
with a SA
omoting SA
manner SA
tively SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
SA
under the vecommons
nternational R
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
A NS
terms and sorglicense
Research in EISSN 2
2020 Vol
httpiremacr
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
D SD
d conditionsesby30)
Education 2327-5499
8 No 1
rothinkorg
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
s of the