<p style="text-align:justify">This article aims to explore the views of primary school teachers regarding the educational leadership exercised by leader teachers at the human resource management level, and how this can affect their willingness to communicate and collaborate. The theoretical framework analyzes the dimensions of human resource management by a leader teacher, as a communication channel, team empowerer, and creator of a climate of trust. The research was carried out using quantitative method, with a closed digital questionnaire which was completed by 693 primary school teachers from whole Greece. Initially, the analysis was carried out through descriptive statistics and then selected questions were analyzed by statistical inference test. The findings show a shift towards the model of a transformational leader, despite the country’s education system remaining highly centralized. In addition, the findings show a correlation between democratic and cooperative staff management, with the axes of inspiration and responsibility on the teachers’ side. This article highlights whether the communication skills of a leader teacher affect the functioning of the school. The research was carried out during a pandemic and thus it was not possible to collect qualitative data using interviews with leader teachers so that we can have a comparative approach to the issue.</p>
This article intends to investigate the impact of the pandemic on the Greek educational community and the opportunity to review the existing educational system. It consists of 4 main axes. The first part presents the pandemic chronicle to the educational community, the second analyses the challenges that the members of the educational community were called to face, the third analyses the pandemic as an opportunity to review the existing educational system, while the latter summarizes the main implications of the above. There are several reasons to review the Greek education system, most importantly the unequal provision of learning opportunities to students from low socio-economic backgrounds. The article comes to raise the question of whether the pandemic is an opportunity to review the educational system and provide equal learning opportunities for all. This article came to highlight the role of participants in the educational process and the challenges they faced with due to emergency.
The purpose of this study is to examine whether there is a correlation between the leader's collaborative networks (teachers, students, and the community) and the civic education provided to students in their school unit. The survey was conducted in July 2020 using a closed questionnaire. The research involved 122 primary school teachers (kindergarten teachers, teachers, and expertise teachers) who were asked to choose from a five-point scale, or from multiple answers. The survey based on the assumption that the existence of a collective and democratic climate of school administration helps to encourage teachers to address issues of education in the capacity of citizen. The results of the survey lead us to confirm our initial thought, which was the springboard for conducting this research, that those teachers who work in an environment characterised with respect and collectivity, it makes sense to be them who embrace the principles of citizenship education and consider it important to convey them on to their students.
Students and teachers learn about citizenship through the identification of the world they live in, injustices of life, and joint actions to create the right conditions for democratic life. Early education and training can play a key role in the development of a child's citizenship from an early age. However, factors such as the insufficient training of teachers in matters of citizenship education in combination with the unclear goals in the Kindergarten curriculum make this task particularly difficult and make it hard for Kindergarten teachers to decide to engage further, as shown by findings from a previous study.The purpose of this article is to analyze the concept of citizenship on its theoretical basis and specifically to highlight how citizenship education is outlined in early childhood. We developed a series of activities that can take place in a kindergarten for citizenship education, on issues regarding decision making, behavioral evaluation, rules, dispute resolution, management of material and natural resources, democracy, tender, dialogue, peaceful coexistence, and contact with different cultures.These activities can serve as a guide for preschool teachers, who feel insecure to introduce the concepts of citizenship in the Kindergarten area, and we hope that they will be a trigger to realize that in a playful and easy way they can approach these demanding concepts.
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