Άσκηση σχολικής ηγεσίας από εκπαιδευτικούς: αντιλήψεις των εκπαιδευτικών

Undoubtedly, one of the most important issues concerning education in the 21st century is that of school leadership.Indeed, in the past two decades, in the USA, Australia, and Canada, the concept of leadership among school educators has been a significant topic of discussion in educational circles (Pounder, 2006).The majority of researchers define educational leadership as the assumption of informal leadership roles by teachers, where they take on many coordinating and managerial responsibilities (Ash & Persall, 2000).However, according to Murphy (2007), as far as teachers are concerned, in order to be able to assume leadership roles, it is essential to create a supportive network.This includes, for example, the existence of a shared vision among most educators serving in an educational unit, continuous professional development on leadership issues, as well as the provision of necessary time and material resources required.Additionally, so that teachers are able to reach out beyond the confines of the classroom and acquire a new professional identity, it is necessary to eliminate all barriers created by intense bureaucracy, the centralized educational system, and the hierarchical culture that dictates top-down leadership.The purpose of this study is to investigate teachers' perceptions regarding the possibility of assuming leadership roles by the teachers themselves.Additionally, it explores the key characteristics, multiple roles, and skills of the teacher-leader, the factors that facilitate the exercise of educational leadership in schools, the obstacles encountered by the teacher-leader in their work, and the benefits derived from exercising leadership.Specifically, the research aims to demonstrate how teachers generally perceive the concept of school leadership and, more specifically, the exercise of school leadership by themselves, what skills they believe a teacher assuming leadership roles should possess, and finally, which factors seem to positively or negatively affect the exercise of school leadership by teachers.A qualitative approach was used to investigate the teachers' perceptions.For the research, semi-structured interviews were conducted with a sample of ten (10) teachers serving in primary and secondary education schools in the Region of Central Greece.The data analysis was based on the principles of qualitative content analysis.The research results showed that teachers believe the principal's role is pivotal for them to assume leadership roles, as the principal delegates multiple responsibilities to them.Furthermore, the research indicated that for teachers to engage in

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