Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790352
Title: Managing educational change in a time of social and economic crisis in Greece
Author: Georgas, T.
ISNI:       0000 0004 8497 678X
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
Since the late 1980s, Greek governments have sought to address school evaluation and teacher assessment in state education. Still, where such reforms had been introduced they were met with consistent resistance from teachers. In 2013 the government considered the economic crisis as an opportunity to pursue educational changes on school evaluation and teacher assessment in a perspective of the overall restructuring of state education. Teachers' resistance was weak and school evaluation was implemented in 2014. It lasted less than a year as it was suspended in February 2015. This study focuses on secondary teachers' attitudes towards the recent reform and examines how these were reshaped by the crisis. The study suggests that compliance was achieved for the crisis has altered teachers' priorities, rendering them susceptible to policies they traditionally opposed. It also identified a widely held implicit disapproval under teachers' superficial consent. The major impediment to the endorsement of the policy has been their mistrust of the state. Greece is clearly behind many fellow OECD members, not due to any deficiency in resources, but rather by reason of a mistrusted state that fails to inspire its citizens to keep up with the demands of modern trends. The study suggests that unless trust of the state is established, any evaluation reform will be trapped in a cycle of self-fulfilling prophecy, failing to achieve its potential. Moreover, what this study has brought into light for the first time is a new dynamic force of a proportion of teachers who are favourably disposed towards school evaluation and teacher assessment.
Supervisor: Earley, P. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790352  DOI: Not available
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