Abstract
The present research focuses on the ways with which secondary school teachers’ professional development could be achieved through the practices of school unit selfevaluation. Moreover, it investigates teachers’ believes about the basic conditions required for their role in school self-evaluation. The research uses a sample of the secondary education teachers of Pella’s Prefecture. Βy using a quantitative methodology, this study suggests that teachers regard the creation of teacher professional learning communities as the most important mechanism of school self-evaluation
Training and professional development of teachers through the processes and practices of school self-evaluation: Case study