Abstract
Teacher evaluation is a hot topic in education systems worldwide. In Greece from 2021 the Ministry of Education, Religion and Sports has been institutionalized by the individual evaluation of teachers. The purpose of this study was the investigation of the opinions of the newly appointed teachers of C Directory Secondary Education of Athens towards the individual assessment. In the period May-June 2014, a qualitative study was carried out using semi-structured interviews on 11 newly appointed teachers who provided teaching work in school units of. Qualitative data were analyzed using thematic analysis and cross-case study. Teachers show diverse opinions in relation to the individual evaluation of the educational work with a negative sign. The formation of their opinions is influenced by various factors such as the current social and economic context, the school context, the prevailing educational policies, but also the educational philosophy of each teacher. Important parameters are the form, purpose and context of evaluation, as well as existing inhibiting factors and obstacles that affect it. The type and qualifications of evaluators, as well as the results of the evaluation, remain highly sought after amid strong backlash. The evaluation must first of all convince the educational community of its benefits, smooth out sharp points such as existing resistances through open dialogue and the active involvement of teachers. At the same time, the educational policy planners must proceed with the necessary innovations of the institutional framework, so that the evaluation is successful, satisfying the vision for creative feedback of the educational system.
