The Effect of Formal Qualifications and Continuous Professional Development on Attitudes towards SelfEvaluation: A Study in Primary and Secondary Teachers in Greece
Keywords:attitudes, greece, self-evaluation, barriers, obstacles, school
Background: In Greece, self-evaluation has been treated with skepticism by teacher unions and several political parties. Self-evaluation has to be promoted, according to the Ministry Decision 6603/ΓΔ4/20.01.2021. Investigating factors associated with teachers’ attitudes towards self-evaluation might be vital to successfully implement self-evaluation. To investigate the effect of formal qualifications and continuous professional development on attitudes towards self-evaluation in Primary and Secondary Education teachers in Greece. This qualitative study is part of a larger project, investigating several parameters as for their association with self-evaluation in 1.000 teachers in Greece. The independent variables analyzed were questions regarding the formal qualifications of teachers and continuous professional development. The dependent variable analyzed was attitudes towards self-evaluation. Multiple regression was applied, developing models to investigate the potential effect of those independent variables. As for the effect of formal qualifications on attitudes towards self-evaluation, the effect of having a second degree or post-degree qualification (p=0.043), having certification in ICT (0.000), having certification in a second language (p=0.000), having certification from the School for the Training of Secondary Education Officers or the School for the Training of Primary Education Officers (p=0.000), holding an MSc or Phd (p=0.000) and having published a book (p=0.048) was significant. The adjusted R square was 0.440. The effect of the overall model as significant (F=86,504, p=0.000). Regarding the effect of continuous professional development on teachers’ attitudes, there were significant effects for participation in annual workshops or seminars (p=0.000), being a member of continious professional development team in my school (p=0.000), being seminar lecturer in a University (p=0.001), participating in life-long learning programs (p=0.000) and participating in rating committees during exams (p=0.000). The adjusted R square was 0.483. The overall model had a significant effect (F=118,682, p=0.000). Negative attitudes towards self-evaluation might be a result of fear towards negative evaluation, due to a lack of formal qualifications and actions of continuous professional development. Supporting teachers through knowledge-transference practices, such as mentoring and coaching, is warranted.