Management and the Development of Educational Personnel
The fact that activities involving evaluation and testing (assessing and monitoring the work of teachers) show in total satisfactory prices of relevant frequencies in choice “very important” (57.7% and 70.8%, resp.) is nevertheless interesting. That means that the evaluation and monitoring are considered as “very important” activities by the Greek headmasters of school units [71]. In particular, submitting documents to other services is considered as an activity of very little importance by headmasters with professional experience in leadership function who run small schools. This finding could be attributed to the little significance ascribed by headmasters to bureaucratic/administrative type of activities which not only absorb a significant part of their daily working time but also engage them deeply in the suffocating hierarchical institutional framework that limits their potential for meaningful involvement in making and handling administrative decisions as well as for proper use of their relevant autonomy. Therefore, unlike the traditional type of school administration common features of which are the suffocating control by the central administration and the limited autonomy of the participants, Headmasters with leadership experience seek a new form of school administration characterized by enlarged autonomy, enhanced teachers’ association, positive climate of mutual cooperation, and responsible participation among members of the school community [72].