Οι αντιλαμβανόμενες από τον ίδιο ανάγκες του Έλληνα διευθυντή (και του προϊσταμένου μικρών σχολείων) του Δημοτικού Σχολείου για την επαγγελματική του ανάπτυξη: το μοντέλο που λύνει την αντίφαση και μπορεί να εφαρμοστεί σε όλα τα πλαίσια.

Abstract

Worldwide there has been a focus on the role of the principal as pivotal for school improvement and for the financial benefit at a country level. Context specific search for principal’s development needs can reveal useful information for this domain. In Greece there exists a hierarchical and traditional educational system. This model is not fertile enough for the development of leadership styles which are consistent with the amelioration of the school and the teachers who work there. The initial purpose of this study was to identify the need for professional development of the Greek principal of elementary school as no formal preparation is available. The examination of the controversies led to the formation of a model that can be applied to different countries and educational settings. This model depicts the pertinent role of the notion of autonomy in decision making as that of paramount importance. When autonomy is present it can lubricate the appearance of beneficial forms of leadership which are directly linked to principal’s development. On the contrary, all this progress is impeded when it is absent. The main contribution of this study is the finding that, although the Greek educational environment is not the most fertile place for the development of more valuable forms of leadership, it does not exclude them though and this brings positive news for the amelioration of the school and its members even in traditional and hierarchical settings.