The evolution and challenges of evaluation in Greek education: A historical overview and empirical investigation

Evaluation in Greek education is a timeless and much-debated issue, with its roots tracing back to the early 20th century, specifically with the establishment of the institution of the Inspector. Despite occasional reform efforts and the enactment of legislative frameworks, the effective implementation of an accepted system for evaluating educational work and teachers remains a challenge. This study examines the historical evolution of evaluation policies in Greece, highlighting periods of implementation, suspension, and transformation of related institutions. Furthermore, based on recent empirical research, it investigates the views of Primary Education teachers regarding the necessity of evaluation, its forms (individual, school unit), and the challenges of its application, especially under the specific conditions of the Covid-19 pandemic. The findings indicate teachers' acceptance of the necessity of evaluation, but simultaneously reveal significant concerns and reservations regarding its purposes, procedures, and potential consequences, such as the categorization of schools and mergers. Historical suspicion, combined with a lack of trust in the state and the conditions of implementation, create a complex landscape that requires careful planning and meaningful dialogue to achieve a functional and accepted evaluation system.