The results demonstrate that the reinforcement of the evaluation of the performance of the leader teachers

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 2 journals.

Supporting evidence — 4 representative gaps

• Teachers’ Perceptions of School Autonomy and Evaluation in a Centralized Educational System: Evidence from Greece (2026) · European Journal of Educational Management · doi

  Based on the findings and limitations of the present study, several implications for future research and educational policy emerge. Given teachers’ reservations toward external accountability mechanisms and full decentralization, future qualitative studies using interviews or focus groups could investigate in greater depth the factors shaping these attitudes and the conditions under which autonomy reforms become acceptable within centralized educational systems. Additionally, it is suggested to explore factors such as teacher training, their professional development opportunities, and the existence of supportive structures that influence teachers' confidence in the ability of decentralized school units to manage expanded responsibilities and evaluation issues (individual and school-level). Furthermore, we would suggest: (a) comparing teachers' perceptions across different educational contexts, school types, education levels, and geographical areas of the country, (b) exploring teachers' expectations of the principal as a pedagogical leader, as well as the factors that hinder or facilitate the assumption of this role, (c) delving into principals' perceptions of their pedagogical role and the dilemmas they face between formal responsibility and informal collective resistance in schools, and (d) examining the relationship between the Greek school, local society, municipal authorities, and parents, as the lack of cooperation between them seems to affect the perception of evaluation and accountability. Finally, given the low prediction percentage in linear regression, we would recommend further quantitative analysis with more variables and possibly more complex statistical models for a more comprehensive understanding of the factors influencing teachers' views on evaluation. European Journal of Educational Management 121 As teachers appeared to perceive the centralized system as a source of stability and security, while simultaneously supporting greater school-level flexibility, the findings suggest that any decentralization reform should be implemented gradually and accompanied by strong institutional, material, and training support. Furthermore, it is deemed necessary to strengthen (a) the culture of internal evaluation as a tool for school improvement and feedback for the school and teachers, instead of using it as a mechanism for comparison, reward/punishment, or for creating schools of different speeds, and (b) the pedagogical role of principals with targeted training programmes in democratic administration, pedagogical leadership, and mechanisms of support and cooperation within the school unit. Through these training programmes, the pedagogical leadership skills of directors will be enhanced in matters of guidance, team management, and curriculum development, and they will be prepared to take on a more active role in the quality of educational work. Finally, the active involvement of teachers' associations in strategic planning for the autonomy and evaluation of schools is particularly important so that, in the policies that will be formulated, their concerns are taken into account, and their needs are met, in order to gradually eliminate the perception of the separation between administration and pedagogical responsibility.

  generalrecommendations
  Keywords: teachers school pedagogical educational evaluation factors training role schools future given accountability mechanisms decentralization using
• Learning-Oriented School Cultures and Teacher Outcomes: Self-Efficacy as a Mediator in a Centralized Education System (2026) · International Journal of Educational Methodology · doi

  The findings suggest that schools should strengthen structures and routines that support collaboration, reflective dialogue, and shared professional responsibility. School leaders can contribute to this by protecting time for collective work, encouraging inquiry-based professional learning, supporting peer observation, and embedding data-informed reflection into everyday school practice. Such actions may strengthen not only instructional improvement but also the psychological resources that support teacher engagement and effectiveness (Darling-Hammond et al., 2017; Kools & Stoll, 2016; Stoll et al., 2006). At the policy level, efforts to promote organizational learning would benefit from reducing administrative burdens and supporting professional development that is continuous, school-based, and closely aligned with teachers’ day-to-day work. Policymakers may also strengthen inter-school networks that enable schools to exchange practices and engage in collective problem-solving, particularly in systems where school autonomy is limited and leadership capacity is shaped by wider structural conditions (European Commission/EACEA/Eurydice, 2021; Leithwood et al., 2020).

  generalrecommendations
  Keywords: school strengthen professional schools support collective based learning supporting stoll suggest structures routines collaboration reflective
• Beyond the Blackboard: How Democratic Leadership Sparks Teacher Agency in Multicultural Schools (2026) · European Journal of Educational Management · doi

  The results demonstrate that the reinforcement of the evaluation of the performance of the leader teachers in a transparent, fair, and regular manner, rather than the inspiration alone, is highly effective for encouraging the teacher to take responsibility for the democratic educational management of the school. Based on the above, future studies ought to shift the focus from general demographic variables to the special role that the development programs may have. Researchers ought to explore whether the training on the procedures for justice and evaluation methods leads to higher rates of leadership adoption rather than the usual general leadership training courses. In addition, the use of both teacher and principal qualitative data has a critical role to play in understanding the underlying psychological processes that lie behind the passage from the teacher’s ‘valuation’ of the leader to the teacher’s specific personal ‘intention’ to become a

  generalrecommendations
  Keywords: teacher evaluation leader rather ought general role training leadership demonstrate reinforcement performance teachers transparent fair
• Empowering Instructional Leadership, Teacher Resilience, and Retention Intention in Greek Schools: A Multilevel Analysis (2026) · European Journal of Educational Management · doi

  152  TRIKOILIS & ANDREADAKIS / Teacher Retention Intention in Greek Schools retention intention, and actual turnover behaviour. Such designs would allow stronger tests of JD-R and COR mechanisms than cross-sectional data can provide. Second, future research should examine the micro-level mechanisms through which empowering instructional leadership is associated with retention intention. Relevant mechanisms may include teacher voice, perceived autonomy, professional recognition, distributed leadership, mentoring quality, collegial trust, and access to professional learning (Lazcano et al., 2025; Nguyen et al., 2026). Mixed-methods designs would be especially valuable for showing how these mechanisms are enacted in Greek schools. Third, principal preparation and professional development programmes should place greater emphasis on leadership practices that strengthen teacher agency and well-being. Training should move beyond administrative compliance and include strategies for participatory decision-making, constructive feedback, professional recognition, induction support, and collaborative problem solving. Such practices are directly aligned with the EILP construct and with resource-based theories of teacher retention. Fourth, educational authorities should consider school-level support systems that combine leadership development with teacher resilience-building initiatives. Induction and mentoring programmes for early-career teachers, peer- support networks, and well-being-oriented professional development may help strengthen both contextual and personal resources (Assali et al., 2024; Diab & Green, 2024; Strolin-Goltzman et al., 2024). These initiatives should be evaluated empirically rather than assumed to reduce turnover. Finally, future studies should connect self-reported retention intention with administrative data on teacher mobility and attrition where such data are available. This would help clarify whether retention intention functions as a reliable early indicator of actual staffing stability in the Greek educational system.

  generalrecommendations
  Keywords: teacher retention intention professional mechanisms leadership greek development support schools actual turnover designs future level

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