The predisposition of school culture towards change in public primary education in Greece

Educational reform attempts in Greece have been increased during the past decades, but research has shown negative change and innovation introduction and implementation results Spiropoulou, Dimitra, Agapi Varvouraki, Chrisoula Koutra, Louka Eleni, and Mpouras Sarantos. 2007. “Innovation Programs in Education.” Review of Educational Matters 13: 69–83; OECD. 2011. Education Policy Advice for Greece. Strong Performers and Successful Reformers in Education. OECD Publishing. doi:10.1787/9789264119581-en; Kiriakodi, Despoina, and Athanasios Tzimoyiannis. 2015. “Educational Innovations in Primary Education. A Study of the Awarded Work of the Action ‘Institution of Excellence and Promotion of Good Practices’.” Issues of Science and Technology in Education 8 (3): 123–151]. The present article discusses those elements of school culture that impede educational change or can serve as resources for its more meaningful and effective implementation, as they are investigated with the use of a quantitative questionnaire. The findings from the responses of the participants, teachers (n?=?385) and headteachers (n?=?31), point to the need for an integration of the families in the educational processes, for a shift to the development of skills rather than mere academic achievement and for enhanced cooperation within the school environment. The role of the headteacher is recognised as an element that can improve the reform implementation results. Further qualitative research is suggested.