Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context

Papazoglou, Asimina; Koutouzis, Manolis

doi:10.1080/13603124.2019.1690950

Cited by 12 publications

(9 citation statements)

References 14 publications

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“…Despite their differences, transactional and transformational leadership can act as complementary leader notions, enhancing each other (Bass, 1990). Research studies have indicated that a combination of transformational and transactional practices in leadership could be used (Nguni et al, 2006;Papazoglou and Koutouzis, 2019). In this sense, leaders, can exhibit both transformational and transactional features in a different amount and intensity (Samanta and Lamprakis, 2018).…”

Section: Introductionmentioning

confidence: 99%

Perceived leadership style and job satisfaction of teachers in Public and Private Schools

Anastasiou

Garametsi

2021

IJMIE

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During a prolonged period of financial crisis in Greece, public administration has exhibited signs of deteriorating work conditions, erratic funding and low staff morale, creating unfavourable working conditions. The present work investigated the perceived leadership style and job satisfaction of teachers in public and private schools in the capital city of the region of Epirus in NW Greece. Job satisfaction was measured with the use of Warr-Cook-Wall job satisfaction scale. The MLQ 5X-Short was used to assess teachers' perception of leadership style. Compared to public schools, private school teachers exhibited higher level of job satisfaction. In both public and private schools, a transformational model of leadership prevailed followed by a transactional model of leadership with a significant higher score of transformational leadership prevailing in private schools. The results indicate that compared to public schools, the higher level of job satisfaction of private school teachers stems at least partially from differences in environmental factors such as work conditions and motivation by the school principal.

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Section: Introductionmentioning

confidence: 99%

Perceived leadership style and job satisfaction of teachers in Public and Private Schools

Anastasiou

Garametsi

2021

IJMIE

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“…While the funding is not the main determinant of being a SLO, insufficiency of financial resources is a serious impediment to SLO development in all European education systems. The education budget cuts in Greece (Papazoglou and Koutouzis, 2022) and schools' consolidation into school networks in Portugal (Liebowitz et al, 2018), Latvia (OECD, 2020) and other countries demonstrate the constant optimisation efforts and their consequences. Financial resources determine the workload of school staff and motivation to engage in extra learning activities, as it allows school leaders to employ a sufficient number of employees to avoid teaching staff's work overload so that teachers can spend more time on inquiry and experimentation.…”

Section: Resultsmentioning

confidence: 99%

School as a Learning Organisation: Impediments to Its Implementation in Latvia and Abroad

Lavrinoviča¹,

Linde²,

Siliņa-Jasjukeviča³

et al. 2023

To Be or Not to Be a Great Educator

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One after another, European educational systems are applying reforms to transform primary and secondary schools to fit continuously changing and dynamic environments. Reforms require schools to serve as lifelong learning centres for various learners’ groups, including school leaders, teachers and school staff, making them more flexible, collaborative and innovative in what comes to the teaching approaches. Simultaneously, gradual transformations in education are contextualised by the decrease in teaching staff and low motivation to remain in the profession due to a variety of reasons. ‘School as a learning organisation’ concept is introduced to define a school that continuously changes and adapts to new environments and circumstances through individual and collective learning of its staff. This paper aims to review the main impediments to implementations of the ‘school as a learning organisation’ concept, considering its functioning in Latvia and abroad. Literature and document analysis was done to assess the characteristics of learning organisations in the European context. With special focus on Latvia, several focus group interviews were conducted with the education managers and stakeholders to verify the implementation impediments in Latvia and define main risks of schools as learning organisations. Content analysis was applied to draw conclusions. The results have shown that institutional autonomy and leadership are the keys to positive changes in educational staff perceptions and motivation to take on risks and obtain new knowledge, skills and competence for the individual and organisational growth. However, there are other impediments, such as lack of time, financial resources and insufficient communication and understanding of the whole idea of the school as a learning organisation, that stops schools from being the agents of change. The obtained results will be further applied in the design of the ‘School as a learning organisation’ model and a tool for its measurement in Latvia.

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“…This finding could be attributed to the fact that teachers, in their majority, take great interest in performing their teaching and extracurricular duties to the best of their ability so as to gain recognition by their students, colleagues, the school's management, students' parents and the local community (Evans & Olumide-Aluko, 2010;Keshwar Seebaluck & Devi Seegum, 2013;Skaalvik & Skaalvik, 2011;Yuqing, 2021). However, notwithstanding the significance of allocating responsibilities to teachers in an appropriate manner, school principals do not dedicate time for assigning duties to teachers that reflect their individual personality (character, knowledge, competences), possibly owing to the plethora of bureaucratic obligations assigned to principals by the Greek educational system's administrative hierarchy (Kaparou & Bush, 2015;Papazoglou & Koutouzis, 2019;Stavrianoudaki & Iordanides, 2018).…”

Section: Discussionmentioning

confidence: 99%

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

Alexopoulos¹,

Rogari²,

Raptis³

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly appointed teachers fell as a “foreign body” into school, they do not interact with the other members of staff and they are not actively engaged in school life. This study aims to explore the factors involved in social behavior (collegial relations) among members of the educational community. These factors may affect the acclimatization/reception of teachers who, regardless of their teaching experience, are called to teach for the first time in a new school environment. According to the findings, it is essential the attitudes of teaching staff, in matters of cooperation, to be transformed and a collegial climate in schools to be established. To this end, fostering empathy among teachers through educational activities and enhancing opportunities for cooperation and teamwork inside and outside the classroom would be of significant contribution.</p>

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Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context

Cited by 12 publications

References 14 publications

Perceived leadership style and job satisfaction of teachers in Public and Private Schools

Perceived leadership style and job satisfaction of teachers in Public and Private Schools

School as a Learning Organisation: Impediments to Its Implementation in Latvia and Abroad

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

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