School Principals’ Perspectives on Individual Teacher Evaluation in Greek Primary Education: Implications for Educational Innovation and Quality Enhancement

The implementation of individual teacher evaluation under Law 4823/2021 has reintroduced teacher appraisal as a key educational policy issue in Greece, assigning school principals a central role in its implementation. This study investigated primary school principals’ perceptions of the teacher evaluation process and examined the factors influencing their attitudes toward the new evaluation framework. A quantitative cross-sectional design was employed using a structured questionnaire administered to 83 primary school principals. Participants had a mean age of 54 years, an average of 26 years of teaching experience, and approximately six years of administrative experience. Descriptive and inferential statistical analyses were performed to examine principals’ perceptions and identify significant predictors of their attitudes toward teacher evaluation. The findings showed that most principals had not received formal training in teacher evaluation, although they reported a high level of familiarity with the legislative framework and the provisions of Law 4823/2021. Most participants had evaluated only a limited number of teachers during the previous two years, while non-participation in evaluation was mainly attributed to teachers’ strike or work abstention actions. Principals perceived the evaluation process as highly bureaucratic and considered the administrative burden to affect school leaders more than teachers. They also reported insufficient communication and information provided by the Ministry of Education regarding the implementation of the new evaluation system and emphasized the need for revisions to specific provisions of the legislation. Regression analysis further indicated that knowledge of the legislative framework, previous evaluation experience, and perceptions of the evaluation methodology significantly influenced principals’ attitudes toward teacher evaluation. These findings highlight the importance of systematic evaluator training, clearer institutional guidance, and reduced administrative complexity to strengthen the effectiveness, consistency, and acceptance of teacher evaluation in Greek primary education.