Journal articles: 'Greek school'

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Feketea, Gavriela, John Lakoumentas, Evangelia Papatriantafyllou, et al. "Food Allergy Management Competence in Greek Schools." Children 10, no. 3 (2023): 541. http://dx.doi.org/10.3390/children10030541.

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Background: Schoolchildren are likely to consume meals and snacks at school, with a possibility of allergic food reactions and anaphylaxis in the school environment. The school personnel should be informed of the presence of schoolchildren with food allergy (FA) and need to be trained in the management of allergic reactions, as to prepare them to intervene appropriately when necessary. Limited knowledge of FA and its management is documented globally among school staff and there is no uniform protocol in schools. Methods: In this observational cross-sectional study, teachers at state schools throughout Greece completed an online anonymous questionnaire on their awareness of FA reactions and the plans for the management of medical emergencies in their schools of employment. Results: Among the 289 teachers who responded the online invitation, 203 (70.24%) were female and 157 (54%) were aged under 40 years. Females expressed a higher level of concern about the presence of school personnel trained to manage FA symptoms (p = 0.001), written instructions, and the availability of adrenaline (epinephrine) at school (p < 0.001). A younger age was associated with a higher level of both interest and knowledge on FA management in schools. School directors were more certain about the availability of a special record of children with FA at school (p = 0.01), the availability of adrenaline (p = 0.006), and written guidelines on the management of serious health incidents at school (p = 0.04). Written guidelines instructing children to avoid sharing cutlery, glasses, home-prepared meals, and snacks bought from the school canteen were more common in schools in urban areas (p = 0.015). Only 20% of respondents could confirm with certainty that adrenaline autoinjectors (AAIs) were available at their schools, for the purpose of administering to children in the case of a severe FA reaction. Approximately 3/4 of the participating teachers stated that completion of this questionnaire raised their awareness of the risk of FA reactions in children at school. Conclusions: This study, the first in Greece to explore the knowledge of teachers about FA in schoolchildren, revealed the following absences in many schools: a process for identifying children with FA, a written emergency treatment plan, and immediate access to emergency AAI. School FA guidelines are necessary in Greece, and training, which includes the use of AAIs, is required to prepare teachers to manage FA reactions in children at school.

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Bourou, Argyro, Petros Karkalousos, Anastasios G. Kriebardis, and Effie Papageorgiou. "Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students." Behavioral Sciences 14, no. 5 (2024): 405. http://dx.doi.org/10.3390/bs14050405.

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The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies’ profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022–2023 school year, the bullies’ sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers’ observations, aggressive behavior is independent of a pupil’s diagnosis, but specific types are correlated significantly with a pupil’s gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.

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Didaskalou, Eleni, Eleni Andreou, Christina Roussi-Vergou, and Grace Skrzypiec. "Are Greek school students flourishing?" Pastoral Care in Education 36, no. 3 (2018): 223–37. http://dx.doi.org/10.1080/02643944.2018.1480185.

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Giavrimis, Panagiotis. "DISABILITY STIGMA. GREEK PRIMARY EDUCATION TEACHERS' EXPERIENCE." Social Sciences and Education Research Review 10, no. 1 (2023): 8–16. https://doi.org/10.5281/zenodo.8151073.

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 The present study attempts to explore the views of primary school teachers. Teachers in primary schools are crucial agents of school mediation, support, and enhancement of processes of empowering social interaction with people with disabilities. Participants of the research were 32 primary school teachers. Fourteen persons were male. The research instrument chosen was a semi-structured interview. The results of our study revealed that (a) the majority of primary school teachers considered that stigmatisation of people with disabilities is real in education, (b) the inclusion policy has no impact at all, and that there is a contradiction between the institutional discourse which is expressed and the policies implemented in the school context, and (c) the characteristics attributed to people with disabilities contribute to their social stigmatisation and (d) hinder the establishment of a functional personal and social identity. The results highlight the need for educational policy reforms for people with disabilities.

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Lawrence, William. "Advice to a student of Classics." Journal of Classics Teaching 18, no. 36 (2017): 15–16. http://dx.doi.org/10.1017/s2058631017000162.

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Look at the secondary school timetable and you will see that almost all the subjects are ancient Greek words; so the Greeks studied these ideas first and are worth studying for their ideas in their own language (just like the Romans in Latin!). Greek: Biology, Physics, Zoology, Philosophy, Mathematics, Economics, Politics, Music, Drama, Geography, History, Technology, Theatre Studies. Latin: Greek, Latin, Art, Science, Information (Latin) Technology (Greek), Computer Science, Media Studies.

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Lazaridou, Angeliki, and Aspasia Gravani Kassida. "Involving parents in secondary schools: principals’ perspectives in Greece." International Journal of Educational Management 29, no. 1 (2015): 98–114. http://dx.doi.org/10.1108/ijem-06-2013-0102.

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Purpose – The purpose of this paper is to report findings from an investigation of Greek principals’ attitudes and perceptions concerning parental involvement in schools – research prompted by the belief that the information will be useful in attempts to make Greek schools more effective. Design/methodology/approach – The participants of the study were secondary school principals and vice principals from one Prefecture in Central Greece. The questionnaire used elicited information about the participants’ demographics, the main features of the schools they were serving in, and their views concerning existing and preferred school-family partnerships. Findings – The principals in the investigation seemed to be not only in favor of parental participation, but also saw a need to increase it. In general, then, the findings support others’ reports that parents’ participation in schools – in this instance secondary schools – tends to be less than satisfactory. Originality/value – In Greece, the issue of parental involvement in schools has not received adequate attention until recently. The latest school reforms emphasize the notion of parental involvement as a significant factor for the effectiveness of the Greek schools.

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Tsiamis, C., G. Vrioni, V. Kapsimali, G. Arsenis, and A. Tsakris. "The contribution of the Chair of Microbiology of Athens Medical School in Greek School Hygiene (1900-1920)." ACTA MICROBIOLOGICA HELLENICA 59, no. 4 (2014): 57–68. https://doi.org/10.5281/zenodo.10017397.

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The aim of the study is the contribution of the Chair of Microbiology of Athens University Medical School, in the organization and development of school health services during the period 1900-1920. In the early 20th century child morbidity and mortality in Greece were extremely high. The tragic hygienic conditions of the Greek primary and secondary schools, led Professor of Microbiology Constantinos Savvas and his colleague, Emmanuel Lambadarios, to introduce the principles of the School Hygiene in Greece. The School Health Service of the Ministry of Public Education established the rules of schools' construction and fought against infectious diseases such as smallpox, measles, scarlet fever, diphtheritis, meningitis, etc. The contribution of Greek Microbiology in School Hygiene is considered important and successful, based on the gradual reduction of child mortality until the early 1920.

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Tsaliki, Evanthia. "Religious Education in Greece Under the Scope of Interculturalism." Journal of Education and Training 4, no. 1 (2017): 40. http://dx.doi.org/10.5296/jet.v4i1.9923.

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The aim of this presentation is to provide an overview of the subject of Religious Education (RE) taught in Greek primary and secondary schools through the lens of the diversity existing in the Greek society. The presentation refers to the Christian Orthodox oriented content – and the roots of this orientation - of the school textbooks and the curriculum on the subject of Religious Education related and compared with the Greek legislation and the European guidelines on Religious Education in detail. The issue was explored through the phenomenological approach which illuminates the subject of RE taught in Greek schools via the method of document analysis. The document analysis showed that the Greek legislation and the curricula of RE seem to be by and large consistent with the European guidelines on the freedom of religious conscience, as this is preserved in some way. However, neither the development of inter-religious dialogue nor the encouragement of pupils to discover different religions is foreseen within school with the exemption of some lessons relevant to other religions and faiths less in primary school and high school and more in Lyceum, the attendance of which is optional. In the end, the findings are discussed and some thoughts are expressed regarding the dimension that the subject of Religious Education should take in future in view of the present composition of the population in Greece.

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Kaparou, Maria, and Tony Bush. "Instructional leadership in Greek and English outstanding schools." International Journal of Educational Management 30, no. 6 (2016): 894–912. http://dx.doi.org/10.1108/ijem-03-2015-0025.

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Purpose – The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach – Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of IL on student learning, teachers’ professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation. Findings – Recognising that IL is not confined to the principals’ leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional “teacher leadership” culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralisation of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect IL roles. Originality/value – This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of IL, while its empirical contribution lies in generating new knowledge on how IL is contextually bounded.

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Wright, Anne. "Running a Greek Club – The Hereford Cathedral School Experience." Journal of Classics Teaching 16, no. 32 (2015): 21–24. http://dx.doi.org/10.1017/s205863101500015x.

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Last autumn, Hereford Cathedral School began an after-school Greek Club open to state-school pupils from across Hereford. This article aims to provide some ideas about what works and how best to foster interest in Greek and Greek culture.

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Papadopoulou, Vassiliki, Kyriaki Theodosiadou, and Nektaria Palaiologou. "Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece." Journal of Ethnic and Cultural Studies 7, no. 2 (2020): 195. http://dx.doi.org/10.29333/ejecs/375.

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The phenomenon of migration has transformed the Greek school into a multiethnic environment, reshaping the issues raised about good practices and the role the teacher plays in the smooth integration of diverse cultures, not only in the school but also in the wider Greek society. This paper examines how cultural diversity is managed in Greek primary schools by focusing on the content of teachers’ personal theories, which guide their actions, although those actions to a large extent show lack of consciousness. The study investigated the personal theories of five female primary school teachers in the Regional Unit of Pella in Central Macedonia, Greece, using qualitative research methods, through a variety of tools, such as teaching observation, in-depth interviews, and text analysis. These teachers, although teaching in mainstream schools, have students from other ethnic backgrounds in their classes. The findings show that teachers’ personal theories on which they base how they manage cultural diversity are largely still determined by an assimilative approach.

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Mihalev, V. "CONTROL AND INSPECTION OF SCHOOLS IN VARNA (BULGARIAN, GREEK AND OTTOMAN) DURING THE 19TH CENTURY TO THE MIDDLE OF THE 20TH CENTURY (HISTORICAL ASPECTS)." Slovak international scientific journal, no. 74 (August 8, 2023): 48–56. https://doi.org/10.5281/zenodo.8223363.

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This publication examines some aspects of school control in the Bulgarian and Greek schools in Varna during the research period. The control of teachers during the period of the Renaissance was aimed at the strict fulfillment of student duties on the one hand, and on the other - the object of control was the observance of their behavior in school and outside it. The basis for the implementation of the control functions of teachers and principals are the adopted rules for the behavior of Bulgarian and Greek students in Varna during the research period. After the Liberation, the conduct of internal school control in the Bulgarian grade schools in Varna was entrusted to the head teachers and the principals, and the external control was carried out by the district school inspectors.

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Konstantinos, Kalogeropoulos. "Εικαστικά και αρχιτεκτονικά θέματα του 19ου αιώνα". Archive 3 (2 листопада 2007): 20–24. https://doi.org/10.5281/zenodo.4575230.

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During 19th century Greece is characterized politically and culturally by the arrival of King Otto. This had the consequence of putting the activities of the young Greek state under the guidance of the extremely art-loving and philhellene Bavarian monarch Ludwig I. Thus began Greece's relations with Munich, the capital of the Bavarian state, a major European center of letters and arts, and the Royal Academy of Fine Arts in Munich. Ludwig was impressed by the Greek antiquities, by the Greek landscape, by the ancient Greek spirit. During his reign he supported the Greeks and their struggles, promoted philhellenism, sent Bavarian painters to depict the landscapes and historical scenes of Greece and adopted the ancient architectural styles for Bavarian buildings.

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Bikos, Georgios, Panagiota Papadimitriou, and Georgios A. Giannakopoulos. "School libraries’ impact on secondary education: a users’ study." Library Review 63, no. 6/7 (2014): 519–30. http://dx.doi.org/10.1108/lr-11-2013-0139.

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Purpose – The purpose of this paper is to offer an overview of students’ and teachers’ perceptions of school libraries’ impact on academic performance in secondary education in Greece, using sociological analysis to assess the data and contextualise it in the particular case and social context of Greece after the crisis. Design/methodology/approach – This paper developed structured questionnaires for the key categories of users visiting school libraries, teachers and students, trying to explore a set of questions which would give us a better image of their behaviour. The results from our empirical study, following the creation and distribution of a purpose made questionnaire in secondary schools in the area of Athens, was then evaluated in the context of sociological analysis. This paper argued that social factors may explain discrepancy in opinions regarding school libraries’ (SLs) role. Findings – The data which the paper present elucidates, not only the frequency and ways in which pupils of an age up to 14 years use SLs but also their own and their teachers’ assumptions as to the degree in which SLs affect their performance. In this way, the data documents currently dominant perceptions of key categories of users in the Greek context but also reveals, via its critical assessment, the kinds of social factors that enhanced or hindered its impact on learning and academic performance in secondary education in Greece. Research limitations/implications – The paper consists of a study based on a limited sample of users from Greek schools in Athens; hence, its results are indicative. Practical implications – The paper considers possibilities in which educational and cultural policies in relation to SLs should shift attention following the findings and their interpretation. Social implications – The paper provides policy implications regarding Greek education. The paper provides some recommendations as to ways in which SLs and research in their users may provide a fresh way of implementing strategies as to their role in Greek education in the period of recession. Originality/value – This study focuses exclusively on the Greek context, taking into consideration, for the analysis of the data derived from the empirical survey undertaken in Greek schools, sociological parameters tied to the Greek context after the crisis.

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Christoforidis, Christos, and Antonis Kambas. "Childhood injuries in Greek school environment." International Journal of Injury Control and Safety Promotion 14, no. 4 (2007): 262–63. http://dx.doi.org/10.1080/17457300701619195.

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Gkiomisi, Athanasia, Maria Gkrizioti, Athina Gkiomisi, Dimitrios A. Anastasilakis, and Panagiotis Kardaras. "Cyberbullying Among Greek High School Adolescents." Indian Journal of Pediatrics 84, no. 5 (2016): 364–68. http://dx.doi.org/10.1007/s12098-016-2256-2.

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Kokkonos, Antonios, Antonios Travlos, Panagiota Antonopoulou, Maria Pavlis Korres, and Emmanouil Choustoulakis. "Digital technologies and leadership practices in Greek elementary schools." International Journal of Evaluation and Research in Education (IJERE) 14, no. 3 (2025): 1815. https://doi.org/10.11591/ijere.v14i3.32748.

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The rapid advancement and widespread adoption of digital technologies have significant implications for leadership theory and practice, which remain largely unexplored in the current literature. This study investigates how demographic characteristics influence the perceptions of elementary school principals and educational staff regarding the digital age and leadership practices. Employing a quantitative research approach, data were collected through a web survey based on the questionnaire for digital technologies and leadership practices (QDTLP) from 505 participants in 215 elementary schools of Peloponnese Region. Multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were employed to examine differences in perceptions based on gender, age, education level, subject specialization, years of teaching experience, years of work at the current school, role in the school, and the Directorate of Primary Education (DPE) the school belongs to. The findings indicate that age, education level, years of teaching experience, and role in the school significantly affect perceptions, while gender, subject specialization, and DPE the school belongs to, do not demonstrate a significant influence. The study provides valuable insights into how demographic characteristics shape perceptions about digital technologies and leadership within the elementary school context, contributing to the adaptation of leadership practice in the digital age.

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Kranioti, Anna, and Georgia Broni. "The role of the school principal in burnout and job satisfaction of secondary school teachers in Greece." International Journal of Innovative Research in Education 9, no. 2 (2022): 224–35. http://dx.doi.org/10.18844/ijire.v9i2.9003.

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This research aims to identify the role of school principals in burnout and job satisfaction of Greek teachers that are working in both primary and secondary education. The aim was covered through quantitative research with a structured and online distributed questionnaire used as the main research tool. The research participants were 155 schoolteachers coming from primary and secondary Greek school units. They were collected by using convenience sampling and the avalanche method. For the distribution of the questionnaire, the Google Forms platform was used, and for the statistical analysis. The main research results showed that transactional and transformational leadership are more implemented in Greek schools, than laissez-faire leadership style. Teachers’ levels of job burnout are positively affected by laissez-faire leadership and negatively affected by the two positive leadership styles. On the contrary, transformational, and transactional leadership has a positive impact on job satisfaction levels and a negative impact on teachers’ burnout. Keywords: Job satisfaction; laissez-faire leadership; teachers; transactional leadership; transformational leadership

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Georgitsis, Th. Nikolaos. "The education of Pomako-speaking students in Western Thrace. An empirical investigation with students' and teachers' opinions on the school textbook of the Greek Language (6th Grade Minority Schools)." International Journal of Novel Research in Education and Learning 9, no. 4 (2022): 18–24. https://doi.org/10.5281/zenodo.6827398.

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Abstract: In the minority schools of Thrace - and especially in those where Pomak students attend - the problem of teaching the Greek language in relation to the mother tongue presents the peculiarity that Pomak students are taught in the two official languages of the Muslim minority, Turkish and Greek. . As far as Greek language, is concerned to examine the contribution of the textbook to its learning in this environment. Of particular interest is the Greek language textbook for the 6th grade of minority schools, especially with Pomak-speaking students. It is logical to ask the question -through the students and teachers’ answers- to what extent this school textbook, of the Greek language for the 6th grade (Greek program for minority schools) and especially in the schools attended by Pomak students, helped in the successful learning of the Greek language. The purpose of this paper, therefore, is to find out the students and teachers’ views about the textbook of the Greek Language (SSS Classroom of Minority Schools) in the Minority schools and especially in the Pomaks of Western Thrace. The research was conducted using questionnaires on 177 students and 125 teachers, who were selected throwgh sampling. The results show that the students and teachers’ views seem to go hand in hand, leaning both groups towards a neutral to an overall negative view of the textbooks. Keywords: textbook, Greek language, Pomak-speaking students, W. Thrace, minority schools. Title: The education of Pomako-speaking students in Western Thrace. An empirical investigation with students' and teachers' opinions on the school textbook of the Greek Language (6th Grade Minority Schools) Author: Georgitsis Th. Nikolaos International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 9, Issue 4, July 2022 - August 2022 Page No: 18-24 Novelty Journals Website: www.noveltyjournals.com Published Date: 13-July-2022 DOI: https://doi.org/10.5281/zenodo.6827398 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/The%20education%20of%20Pomako-13072022-4.pdf

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Georgitsis, Th. Nikolaos. "Results of the doctoral thesis on: "The education of Pomako-speaking students in Western Thrace. An empirical investigation with students' and teachers' opinions on the school textbook of the Greek Language (6th Grade Minority Schools)"." International Journal of Recent Research in Thesis and Dissertation (IJRRTD) 3, no. 2 (2022): 137–43. https://doi.org/10.5281/zenodo.7157491.

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Abstract: In the minority schools of Thrace - and especially in those where Pomak students attend - the problem of teaching the Greek language in relation to the mother tongue presents the peculiarity that Pomak students are taught in the two official languages of the Muslim minority, Turkish and Greek. As far as Greek language, is concerned to examine the contribution of the textbook to its learning in this environment. Of particular interest is the Greek language textbook for the 6th grade of minority schools, especially with Pomak-speaking students. It is logical to ask the question -through the students and teachers’ answers- to what extent this school textbook, of the Greek language for the 6th grade (Greek program for minority schools) and especially in the schools attended by Pomak students, helped in the successful learning of the Greek language. The purpose of this paper, therefore, is to find out the students and teachers’ views about the textbook of the Greek Language (6th Classroom of Minority Schools) in the Minority schools and especially in the Pomaks of Western Thrace. The research was conducted using questionnaires on 177 students and 125 teachers, who were selected throwgh sampling. The results show that the students and teachers’ views seem to go hand in hand, leaning both groups towards a neutral to an overall negative view of the textbooks. Keywords: textbook, Greek language, Pomak-speaking students, W. Thrace, minority schools. Title: Results of the doctoral thesis on: "The education of Pomako-speaking students in Western Thrace. An empirical investigation with students' and teachers' opinions on the school textbook of the Greek Language (6th Grade Minority Schools)" Author: Georgitsis Th. Nikolaos International Journal of Recent Research in Thesis and Dissertation (IJRRTD) Vol. 3, Issue 2, July 2022 - December 2022 Page No: 137-143 Paper Publications Website: www.paperpublications.org Published Date: 07-October-2022 DOI: https://doi.org/10.5281/zenodo.7157491 Paper Download link (Source) https://www.paperpublications.org/upload/book/Results%20of%20the%20doctoral%20thesis-07102022-2.pdf

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Kritikos, George. "The Proliferation of Agricultural Schools: A Practical Education in Greece (1922–1932)." Agricultural History 81, no. 3 (2007): 358–80. http://dx.doi.org/10.1215/00021482-81.3.358.

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Abstract This study analyzes the proliferation of agricultural schools in Greece from 1922 to 1932 from a social, economic, and cultural perspective. It examines the role of the Greek vernacular language—demotic—and vernacular education as tools for national and social integration. It investigates the links between the establishment of agricultural schools, the teaching of demotic in elementary school, and the integration in the labor market not only of thousands of unemployed Greek citizens, but also of approximately 1.2 million Asia Minor refugees who fled to Greece after 1922. The article examines whether limiting the Greek vernacular language to primary schools, with the continuation of both the dominant classical model of education and the use of "purist" (katharevousa) Greek in secondary education, created the prerequisites for upward mobility through education or reproduced the existing social and financial inequalities in Greek society.

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Chlapana, Elissavet, Eufimia Tafa, and Michalis Linardakis. "Greek kindergarten children’s motivation for reading." Preschool and Primary Education 11, no. 1 (2023): 59–75. http://dx.doi.org/10.12681/ppej.31443.

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The aim of the present study was to investigate Greek kindergarten children’s reading motivation and their gender differences in reading motivation during kindergarten attendance. The sample of the present study consisted of 100 kindergarten children enrolled in public schools in Crete. The “Me and my reading profile” (MMRP) reading motivation tool was used. The MMRP was adjusted to Greek and was given to sample children in the beginning and at the end of the school year. Data analysis conducted with exploratory and confirmatory factor analysis revealed a 5-scale factorial structure in children’s reading motivation. Results showed that kindergarteners enhanced their reading motivation throughout the school year in the 3 out of the 5 extracted factors, while significant differences were found in the degree of reading motivation improvement between boys and girls. The results are important because they present data related to children’s reading motivation development at the first stages of literacy acquisition and are useful for making specific suggestions about educational practice and policy in Greece.

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Tsirantonaki, Smaragdi, and Anastasia Vlachou. "Inclusive Educational Leadership and Research Instrument Validation: school principals’ values, knowledge, beliefs, attitudes and practices regarding inclusive education of disabled students." European Journal of Inclusive Education 3, no. 1 (2024): 119–41. http://dx.doi.org/10.7146/ejie.v3i1.142505.

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This paper presents part of a broader, large-scale study regarding educational leadership towards inclusive education of disabled students in Greece, highlighting the school principals’ potentially decisive role. Specifically, it investigates Greek school principals’ knowledge, beliefs, attitudes and practices regarding the inclusive education of disabled students in their school-units, as well as their values, examining a) whether there are statistically significant correlations between the aforementioned variables, b) and between these and the school principals’ socio-demographic and professional characteristics. The data were collected through an original questionnaire validated for the Greek context, that was electronically administered to a representative stratified sample of 582 school-principals from 334 primary and 248 secondary Greek schools. The results indicate multiple and multi-layered relationships between the examined variables; and most notably that specific values (benevolence, universalism, self-direction & stimulation) promote the implementation of inclusive education while others (security, tradition, conformity, achievement & power) hinder it. Understanding the relationships between school principals’ knowledge, beliefs, attitudes and practices regarding the education of disabled students and their values may contribute significantly to the promotion of inclusive education. However, the direction and strength of these relationships needs to be further explored to shed more light on the influence of educational leadership.

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Strychnou, Stavroula-Vera. "SIMILARITIES AND DIFFERENCES IN ATTITUDES OF GREEK EDUCATORS TOWARDS STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND MIGRANT STUDENTS: SOCIAL-DEMOGRAPHIC DIFFERENCES." Problems of Psychology in the 21st Century 12, no. 1 (2018): 33–51. http://dx.doi.org/10.33225/10.33225/ppc/18.12.33.

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This research was conducted to explore and compare the attitudes of Greek educators towards immigrant children and children with special educational needs, as well as to establish some social-demographic differences in Greek teachers’ attitudes. The research tool used in this research was the questionnaire. The scale of answering was a five-degree Likert scale, and only one question was yes/no. The statistical program used for statistical analysis of the data was the IBM SPSS program. Descriptive statistics, correlation coefficients, and chi-square analysis were used. The sampling method used in the present research was the feasibility sampling, and even the homogeneity technique was used. In this research, all the participants were educators. The research sample consisted of 150 participants. Modern Greek schools contain to a large extent migrant students and students with special educational needs. Based on this research, there were found several similarities in Greek teachers’ attitudes towards immigrant students and students with special educational needs, but there were also some differences. The most negative attitudes towards immigrant students were expressed overtly by the male Greek teachers, at 18-29 years old, married, with one child, teaching history in secondary education, with the period of educational experience of 11-20 years, and the most negative attitudes towards the students with special educational needs were expressed overtly by the female Greek teachers, with PhD, in bad or very good economic situation, divorced, teaching in primary school for more than 10 years at school. The Greek school, although it is a "mosaic of students" with different educational, cognitive, political, social, economic, historical, linguistic and cultural specifics, insists on its monocultural orientation, the rejection of diversity, isolation, and stereotypes. Given these results, it is necessary in the future to explore the effective ways to reduce these perceptions, if not destroy them. Keywords: educators, Greek schools, migrant students, racism, social attitudes, students with special educational needs.

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Styliani, Lalagka. "Job satisfaction among Greek secondary teachers and the role of school." Journal of Contemporary Education, Theory & Research 1, no. 1 (2017): 23–32. https://doi.org/10.5281/zenodo.3598032.

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It appears that during financial crisis, Greek school teachers are not influenced by external factors for their job satisfaction other than the significant influence of their school principals. Since satisfied teachers consist the most important factor for effective schools, the aim of the present study was to investigate within the context of secondary education, the level of job satisfaction concerning school principals’ performance, impact and managerial abilities.  Variables such as “school premises”, “provision of logistics and teaching materials”, “job relationships”, “teachers’ personal development”, “school planning”, “administrative issues” and “principals’ praise, criticism and behaviour” were investigated through a quantitative method with 139 participants.  The results revealed that gender did not affect their level of job satisfaction concerning the first three variables whereas age and marital status made significant difference in terms of their satisfaction concerning principals’ impact on teachers’ personal development. The variable of age affected their satisfaction regarding school principals’ contribution on administrative issues. Positive associations were found between the examined variables.  Although most of the teachers felt satisfied being at school, they indicated that “partiality” was the weakest personal trait of many school principals and stated that “Fairness” was the best qualification a school principal should have.

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Stavroula, Bizimi. "Female Managers' Perceptions of Their Role in Greek Secondary Education." European Journal of Education and Pedagogy 4, no. 3 (2023): 102–10. http://dx.doi.org/10.24018/ejedu.2023.4.3.675.

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This study set sights on the perceptions that female principals hold, about their administrative role in Greek secondary education. The administration of education has been analysed from a male perspective and has been enriched with elements that come from the experience of men. As Acker (1995) points out, there has not been much discussion about issues that concern the gender - role of managers, and, in particular, the experience of women in managerial positions of schools, in terms of power relations at school, the requirements of their role, the prospects for their career development and, above all, the obstacles they confront (compliance or resistance to standards), their professional values, their view on the formulation of management theories. There is a gap, of female subjectivity in this role. Moreover, there is an implicit assumption, that male experience is the norm in school administration. Greek scientific research, while it has dealt with issues of administration and education, it has not dealt with thoroughly at theoretical and research base with women as subjects and their place in administration of schools and particularly of secondary schools. Taking under consideration that the perception of the administrative role by the directors of schools, holds a significant meaning in the configuration of their administrative behaviour and noting that issues related to gender relationship have not been much discussed, the aim of this study is to assess and evaluate those factors and conditions that are involved in the female, administrative, school reality of high school. The survey is divided into two parts. The first part is presented through the review of literature, the dominant theories about school management, feminist approaches to administration in education, managerial behavior of women, with an emphasis on quantitative data of their participation, in the case of the 3rd district of Athens, during the period 2016-2017. The second part includes the presentation of the research, with reference to the methodology followed, until the production of the final text. The survey was based on the qualitative method, using personal interviews with women who were already directors. The survey proved that the women in question, perceived their role as either administrative either as coordinating or supporting, towards pupils and teachers at the school unit. Moreover, they use a more democratic, participatory, administrative style, interpersonally oriented, contributing to educational administration with “feminine values and practices”.

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Papazoglou, Alexandra, and Eva Semertzaki. "Changes and developments in Greek libraries." Electronic Library 19, no. 3 (2001): 158–67. http://dx.doi.org/10.1108/eum0000000005481.

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Greek libraries have experienced a tremendous evolution towards modernization during the last few years. The lack of tradition in libraries and the existence of an educational system based on the single textbook did not favor until recently the development of libraries in Greece. However, the European Community action aimed at enabling European libraries to play an important role in the information market, and the Community Support Framework, through which libraries could be funded at the national level, allowed for a dynamic set of actions for Greek libraries. All types of libraries, academic, public and school are moving ahead – 500 school libraries were established in secondary schools alone. In the academic libraries, the horizontal action can be proud of the creation of a consortium called HEAL LINK that shares journal subscriptions and will also operate a Union Catalog of bibliographic records. Library‐related organizations such as the National Documentation Center and the National Book Center, offer additional support in this movement of progress. This paper describes these initiatives and others.

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Tourkomanoli, Soultana G., and Panagiotis J. Stamatis. "Communication in Greek Elementary Education Textbooks (2006–2024)." European Journal of Education and Pedagogy 6, no. 2 (2025): 43–47. https://doi.org/10.24018/ejedu.2025.6.2.910.

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The school textbooks currently in use in Greek primary schools have been in circulation for almost twenty years. The design of the Interdisciplinary Unified Framework of Curricula, which was institutionalized by a state law in 2003, comprises the following elements for each class and for each individual teaching subject: a) the axes of the cognitive content, b) the general objectives of each teaching course (knowledge, skills, attitudes and values) and c) the fundamental concepts of the interdisciplinary approach, which are diffused in the texts of the school books. The general objectives provide general guidance for the design and formulation of the content of the textbooks and are grouped under three headings. One such axis is interpersonal communication, which pertains to the social skills that students are expected to develop. The objective of this research is to examine whether and to what extent the authors of textbooks published in Greece in 2006 and still in use today have contributed to the cultivation of communication skills in primary school students through the content of their teaching units.

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Bourou, Argyro, and Effie Papageorgiou. "Prevalence of Aggressive Behavior in Greek Elementary School Settings from Teachers’ Perspectives." Behavioral Sciences 13, no. 5 (2023): 390. http://dx.doi.org/10.3390/bs13050390.

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The present study aims to estimate the prevalence of bullying in Greek elementary schools and to study the risk factors that lead to bullying episodes. A structured questionnaire was given to 221 teachers of elementary schools and 71 kindergarten teachers from urban and rural Greek schools. They were asked to note the forms and the frequency of aggressive behaviors that they had witnessed during the school years 2020–2021 and 2021–2022, as well as the sociodemographic characteristics of the aggressive children involved. Statistical analyses of the data were conducted, and the obtained results show that specific forms of aggression are significantly correlated with gender and low academic performance. In addition, there is no form of aggressive behavior that is associated with the perpetrator’s age, nationality or family status. Further, the results of the factor analysis revealed four dominant factors in the aggressive behavior observed by teachers. The forms of bullying and the prevailing factors of aggressive behavior that dominate in Greek school settings are reported in the present study. Furthermore, a novel evaluation tool for teachers could potentially be developed based on the results of the present study.

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Gatsotis, Panayotis. "Public Debates, Public History, and School History Curricula: The Greek Case." International Public History 6, no. 1 (2023): 3–14. http://dx.doi.org/10.1515/iph-2023-2008.

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Abstract Public debates about school history curricula meet the interests of public historians and educators in many different ways because they raise questions such as: “What history or whose history do we teach in schools?” “How can we make school history more public?” “How can the school history subject move toward a critical consumption and production of public representations of the historical past?” The withdrawal of the 2018–2019 history curricula in Greece and their replacement in 2021 with the updated history curricula of 2015, added another link in the long chain of educational reform and counter-reform in Greece, and demonstrated, once again, the close relationship between school history and public education policy. Moreover, in the Greek case, the revealing comparison between the withdrawn history curricula and those that replaced them brings to the fore the ways in which public history approaches can significantly contribute to the meaningful engagement of pupils in school history and, more generally, to an open, flexible, learning-centered, and inclusive education.

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Bradshaw, Julie, and Andrea Truckenbrodt. "Divergent Orientations to Greek and its Teaching in an Australian Greek School." International Journal of Bilingual Education and Bilingualism 6, no. 6 (2003): 439–57. http://dx.doi.org/10.1080/13670050308667796.

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Palla, Eleftheria, Panagiotis Serdaris, Ioannis Antoniadis, and Konstantinos Spinthiropoulos. "Exploring Principals’ Perceptions of Market Orientation in Modern Schools." Administrative Sciences 15, no. 5 (2025): 168. https://doi.org/10.3390/admsci15050168.

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Background/Purpose: In an increasingly competitive educational landscape, the school principal’s role has expanded beyond instructional leadership to include strategic marketing responsibilities. Yet the role of marketing in school leadership remains underexplored. Our objective was to investigate how Greek secondary school principals perceive marketing’s key dimensions (Customer Orientation, Competitor Orientation, and Inter-Functional Coordination) within schools, in comparison to other school staff members. Design/Methodology: A cross-sectional survey design was employed, collecting data using a structured questionnaire adapted from Oplatka and Hemsley-Brown. The sample comprised 350 respondents, including school principals and teaching staff. One-way ANOVA, supplemented by Games–Howell and Kruscall–Wallis tests, was employed to examine group differences across the three dimensions of market orientation. Results: Our findings indicate that principals demonstrate a higher level of Customer Orientation than other staff. However, no significant differences were found in Competitor Orientation or Inter-Functional Coordination across roles. Conclusions/Novelty: The findings suggest that while principals play a key role in aligning school functions and engaging with internal stakeholders, their sensitivity to external competition remains limited. The study highlights the evolving nature of school leadership while showing that marketing strategies in Greek schools are insufficiently implemented, calling for research into how leadership training can enhance market responsiveness.

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Sdrali, Despina, Nikolaos Galanis, Maria Goussia-Rizou, and Konstadinos Abeliotis. "Are Greek High School Students Environmental Citizens?" International Journal of Information Systems and Social Change 5, no. 1 (2014): 16–29. http://dx.doi.org/10.4018/ijissc.2014010102.

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Environmental citizenship is specifically concerned with understanding the nature of global issues and taking an active role in addressing them. The aim of the present paper is the identification of the characteristics that constitute the environmental citizen among high school students in Greece. Literature review revealed the characteristics that an environmental citizen should possess. Thus, a research was conducted via a closed-type questionnaire in order to identify those characteristics in the students' responses. The results suggest that the knowledge of the students on certain environmental issues is sufficient. Also, the major motive for participation in environmental activities is the high level of awareness of the students about the global environment. Finally, a classification of high school students in five clusters, describing the relevance of their responses to the environmental citizenship characteristics, is presented.

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Hatzichristou, Chryse, and Diether Hopf. "School Adaptation of Greek Children after Remigration." Journal of Cross-Cultural Psychology 26, no. 5 (1995): 505–22. http://dx.doi.org/10.1177/0022022195265004.

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Trilianos, A. "Becoming primary school teachers: the Greek perspective." Journal of In-Service Education 24, no. 1 (1998): 163–67. http://dx.doi.org/10.1080/13674589800200038.

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Price, M. J. "SUMMER SCHOOL IN GREEK AND ROMAN COINAGES." Bulletin of the Institute of Classical Studies 36, no. 1 (1989): 167. http://dx.doi.org/10.1111/j.2041-5370.1989.tb00572.x.

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Zounhia, Katerina, Kostas Emmanouel, Irini Kossiva, and Dimitris Hatziharistos. "Perceived Effectiveness of Greek Secondary School Teachers." European Journal of Physical Education 7, no. 1 (2002): 19–29. http://dx.doi.org/10.1080/1740898020070103.

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38

Babalis, Thomas, Konstantina Tsoli, Christina Koutouvela, Nektarios Stavrou, and Nikolaos Alexopoulos. "Quality and Effectiveness in Greek Primary School." Procedia - Social and Behavioral Sciences 69 (December 2012): 1462–68. http://dx.doi.org/10.1016/j.sbspro.2012.12.086.

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39

Piperakis, S. M., V. Papadimitriou, M. Zafiropoulou, A. S. Piperakis, and P. Zisis. "Dietary Habits of Greek Primary School Children." Journal of Science Education and Technology 16, no. 3 (2006): 271–78. http://dx.doi.org/10.1007/s10956-006-9041-3.

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40

Moutsios, Stavros. "The Organizational Nonreform of the Greek School." European Education 35, no. 3 (2003): 60–72. http://dx.doi.org/10.2753/eue1056-4934350360.

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Stamelos, Georgios, Elena Karachontziti, and Saeed Paivandi. "Policy transfer as the growth of dynamics and challenges: The case of school textbooks in Greece." Policy Futures in Education 15, no. 6 (2017): 729–43. http://dx.doi.org/10.1177/1478210317721310.

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The Greek school textbook is at the core of this article and is treated as a matter of policy. In 2003, the Greek Government decided to include the publishing of school textbooks in the current Community support framework and as a result school textbook publishing goes beyond Greek priorities and gains European interest, which means that the whole process, being mainly supported by Community funding, has to respect certain of its rules and procedures. Our aim here is to show how European policies were transferred to the Greek context and how they inter-reacted with the corresponding Greek rules and procedures. The theoretical framework is based on Dolowich and Marsh’s (2008) proposal concerning the transformation of the concept of policy transfer into an analytical schema in the study of the policy transfer process. The methodology includes the content analysis of 29 school textbooks and comparison of the old ones with the new, and 32 interviews with actors involved in writing and publishing them.

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Stavraki, Christina, and Evangelia Karagianni. "Exploring Greek EFL Teachers’ Resilience." Journal for the Psychology of Language Learning 2, no. 1 (2020): 142–79. http://dx.doi.org/10.52598/jpll/2/1/7.

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This paper explores the resilience exhibited by 169 Greek English as a Foreign Language (EFL) teachers. A quantitative approach was employed to examine Greek EFL teachers’ resilience in relation to demographic, occupational and school/class characteristics. Data were collected by means of the Teacher Resilience Scale (Daniilidou & Platsidou, 2018). The demographic, occupational and school/class characteristics of the participants were related to a number of specific facets of resilience including social skills, peer support, and persistence among others. The results in the majority of the parameters examined suggests that EFL teachers’ resilience is not affected by demographic, occupational and school/class characteristics. We suggest that the findings of this research can be used to inform the development of targeted interventions towards sustaining and building up EFL teachers’ resilience.

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Panagopoulos, Epameinondas, Anthi Adamopoulou, and Ioannis Kamarianos. "Establishing Trust in Greek Primary Schools: Key Principles and Impact on School Culture." International Journal of Education 16, no. 4 (2024): 132. https://doi.org/10.5296/ije.v16i4.22256.

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This study explores the fundamental principles of trust within Greek primary schools, with a particular focus on the relationships between teachers and school headteachers. In the context of educational challenges, the research examines how trust impacts school culture and teacher collaboration. Trust is categorized into interpersonal, organizational, and institutional forms, highlighting its influence on communication, mutual support, and the sense of belonging within school communities. Data was collected from 327 teachers in Western Greece using a quantitative methodology. Factor analysis identified three key aspects of trust: trust in the headteacher, trust in the teachers' association, and mutual trust among school staff. The study emphasizes that establishing trust protocols, such as clear communication, feedback processes, and shared decision-making, is essential for fostering a positive school climate. These protocols are seen as dynamic and adjusted based on feedback from school members. The research concludes that trust plays a crucial role in creating an inclusive, supportive environment that enhances collaboration and reduces conflicts. Implementing structured trust-building protocols and practices can improve relationships among teachers, headteachers, and other school stakeholders, ultimately benefiting the school environment.

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Charkiolakis, Alexandros. "The notion of the enemy in the Greek operatic world of the 19th and 20th centuries." New Sound, no. 50-2 (2017): 300–315. http://dx.doi.org/10.5937/newso1750300c.

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Opera has been a major and vital element contributing to the firm establishment of the Greek National School during the first decade of the 20th century, following the trends of other national schools appearing around or before that time. The national element has been present in several cases and although the Greek National School was firmly established in 1908 with a manifesto that was presented by Manolis Kalomiris, the Greek operatic world dealt with the patriotic sentiment long before that. During several periods in the 19th and 20th centuries, historical circumstances gave composers the opportunity to express themselves through the notion of the heroic, directing the subjects of their works towards the awakening of national pride, contributing to the nationalistic ideas that were developing during each period. Heroism and heroic deeds of the past were the perfect materials for this purpose.

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Saiti, Anna. "School leadership and educational equality: analysis of Greek secondary school data." School Leadership & Management 27, no. 1 (2006): 65–78. http://dx.doi.org/10.1080/13632430601092461.

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Xanthakou, Yiota, Victoria Katsigianni, Nikos Andreadakis, and Maria Kaila. "Bullying in Primary School: New Research Findings in Greek School System." International Journal of the Humanities: Annual Review 4, no. 9 (2007): 91–98. http://dx.doi.org/10.18848/1447-9508/cgp/v04i09/43272.

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Novakos, Ioannis. "The Education of Immigrant and Refugee Students in the Greek School." International Journal of Science and Research (IJSR) 14, no. 1 (2025): 778–80. https://doi.org/10.21275/sr25119022603.

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Haiduc, Alexandru-Augustin. "The Construction of a Database with the Pupils of the Greek Catholic High School in Beiuș and the Geographic Visualization of their Birthplace (1876/1877 School Year)." Studia Universitatis Babeș-Bolyai Digitalia 65, no. 2 (2021): 7–20. http://dx.doi.org/10.24193/subbdigitalia.2020.2.01.

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The article discusses the implementation of a database presenting the pupils that studied at the Greek Catholic High School in Beiuș in the 1876/1877 school year and presents a series of geographic annotations made on a map of the Habsburg Empire, opened in QGIS, consisting in the birthplaces of the aforementioned pupils. The database and the geographic annotations presented here are already being developed to include further pupils that studied at the Greek Catholic High School in Beiuș subsequent to the 1876/1877 school year. Therefore, the database and the geographic annotations are a pilot version of a broader project meant to conclude into a monograph regarding the Greek Catholic High School in Beiuș in the 19th century and first quarter of the 20th century. Keywords: database, Airtable, QGIS, Beiuș, high school, 1876/1877 school year

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Baratz, Amit. "Greece and Rome in Israeli Schools." Scripta Classica Israelica 42 (July 1, 2023): 9–17. https://doi.org/10.71043/sci.v42i.7943.

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This article surveys the ancient Greek and Roman sources that are taught in Israel from middle school (ages 12–15) to high school (ages 15–18). The mandatory subjects in which these texts are studied are literature and history, to which I add one optional course in philosophy. 2022 was a year of reform in high school humanities. The article presents the classical material studied in Israeli schools both before and after the reform.

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Prokopiadou, Georgia. "Using Information and Communication Technologies in School Administration: Researching Greek Kindergarten Schools." Educational Management Administration & Leadership 40, no. 3 (2012): 305–27. http://dx.doi.org/10.1177/1741143212436953.

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Journal articles on the topic 'Greek school'

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