The present research is based on the theoretical conceptual framework of Personal (the personal) Interpretation Framework, through which teachers relate their working experiences to desirable working conditions and their professional interests, define their working role and give meaning to educational policy measures. The purpose of this study is to investigate the effects of micropolitics, expressed by teachers through their beliefs and defense of their professional interests, regarding their views on the evaluation of educational work. The survey was conducted with 209 public secondary education teachers in the region of Magnesia in Greece. A self-report questionnaire composed of closed questions was used. The findings indicated that the development of micropolitical views on the evaluation of educational work is positively correlated with teachers’ age, their educational background and their experience in the same school, while it is negatively correlated with their postgraduate studies. Moreover, teacher’s micropolitical views on a particular category of professional interests are an indication of micropolitical behaviour, generally, towards the evaluation of educational work. The findings highlighted informal and unofficial - that’s why essential - aspects of school reality, concerning the issue of evaluation of educational work. Therefore, our findings may be useful in planning (the planning) of educational policy concerning acceptance by teachers, effective implementation and (, and) achievable effects of evaluation of educational work.
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In-Text Citation: (Goutzioupas & Iordanides, 2013)
To Cite this Article: Goutzioupas, G., & Iordanides, G. (2013). “Micropolitics” and Secondary Education Teachers’ Evaluation in Greece. Multilingual Academic Journal of Education and Social Sciences, 1(1), 70–85.
Copyright: © 2013 The Author(s)
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