Resolving School Staffing Problems in Greece: A Strategic Management Approach

Abstract

Schooling constitutes one of the most fundamental means to social well-being, cultural advancement, and economic growth in a nation. In order for school units to be effective in this role, it is imperative for their teaching staff to be well-trained, skilled, and eager to perform their duties. In Greece, staffing in primary and secondary public education is performed at a central level by the Ministry of Education, whose utmost priority is to safeguard transparency in the selection process rather than select those candidates who would be most capable of improving the operation of the country's public schools (in terms of its pedagogical, teaching, and administrative functions). Since early January 2019, the Greek Ministry of Education has reviewed existing school staffing practices, sparking reactions among the education community and professional teachers' unions as well as fueling discussions in society. The aim of this study is to critically deliberate upon school staffing practices in Greece by perusing pertinent literature and legislation. In particular, through the strategic management approach, it shall investigate whether school staffing in Greek schools is consistent with current and future education requirements concerning teaching staff with adequate knowledge and skills, as well as proper attitudes and behaviors. The present study also aims at identifying the degree to which this system provides newly appointed teaching staff with professional support so as to ensure a smooth and productive incorporation into the school unit.

The Operational Framework of the Greek Educational System as an Obstacle to the Implementation of Sustainable School

“…The absence of this group creates obstacles in the communication between the colleagues and consequently in the decision-making process, in the creation of a positive climate (Saitis and Saiti, 2018) but also in the integration of the newly recruited teachers. The last ones, since they do not have substantial training for their work at school, they rely on the supportive climate of the school they will serve and the guidance of the head teacher (Alexopoulos, 2019). Quality in education is also related to school funding.…”

“…School staffing is done through objective procedures (Law, 2525(Law, /1997 as the state has the obligation to allow those who wish and have the necessary qualifications to participate in the selection procedures without exclusions. However, according to Alexopoulos (2019), the selection process does not seem to be sufficient to ensure the staffing of public education with the appropriate human resources. It presents weaknesses such as the fact that it does not take into account the personality traits of the candidate teacher but only strictly objectively measured criteria (Rogari et al, 2015).…”

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

“…The expansion of the term "integration", as attempted in this work, could be justified on the grounds that it is necessary to "further capitalise on existing knowledge and experience" of all teachers so as "to promote quality classroom teaching for the benefit of pupils" (Moir & Gless, 2001, p. 114). In addition, teachers who are frequently obliged to change schools, either because of failings in the school education staffing system -as in the Greek case (Alexopoulos, 2019) -or for personal reasons (Grissom et al, 2016), are likely to face personal, social and professional hardships in their new working environment with negative implications for the school community and for their class (Richards et al, 2019;Rogari et al, 2015). It is for this reason that teachers' smooth integration presupposes the adoption of an induction programme that will enhance their acclimatization to their new working environment.…”

“…In Greece, the competent authority for such action is the Ministry of Education (Grammatikopoulos et al, 2013). Due to the centralised administrational school system in Greece (Saiti & Saitis, 2020), this body defines and supervises both the staffing of schools and the acclimatization of teachers by organising (for newly-appointed teachers only), an introductory shortterm training, outside the school unit (Alexopoulos, 2019).…”

The Reception of newly appointed Teachers: The Contribution of the Principal and the Teachers’ Association

“…(d) which recommendations could further facilitate the acclimatization of newly qualified teachers who assume teaching duties for the first time at schools? The significance of the study is substantiated by the fact that it investigates an issue related to (a) an increasing trend for a high turnover of teaching staff at school units internationally (Helms-Lorenz et al, 2016;Sutcher et al, 2016) and the challenges faced by newly recruited teachers who are called to teach time in a new school (Dicke et al, 2015), and (b) the lack of strategic planning in staffing the country's school units (Alexopoulos, 2019). Additionally, it helps to enrich relevant literature by examining not only the role of principals but also that of the teachers' association in receiving/acclimatizing each newly appointed teacher.…”