Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol13.Issue4.1999:
The in-service training of primary school teachers in
Greece: views of directors and vice directors of PEK
Muhammad Saeed
Directorate of Staff Development, Punjab, Lahore, Pakistan
Keywords
Training, Schools, Greece,
Teachers, Selection, Assessment
Abstract
Gives a brief view of the in-service
training of primary school teachers
in Greece in the historical contexts as well as the current situation. The major purpose, however,
is to investigate the views of
directors and vice directors of
``regional in-service training centres'' (PEK) about the different
aspects of in-service training of
primary school teachers. These
include: the objectives and curricula of different in-service training
programmes; the methodology of
teaching and practice; the assessment criteria for trainee teachers; the criteria for the selection
of trainees and trainers; the provision of daily allowance for trainees
and trainers; the organizational
set-up; the financing and nature,
duration and management and
control of different training programmes. The results showed that
generally the respondents were
satisfied with the existing situation. The chi-square (w2) test
demonstrated that position/rank
and qualification had no significant impact on the opinions of
directors and vice directors regarding most of these aspects.
This article is a part of a
project that was completed
in four years (1994-97)
under the guidance of three
member committee: Dr Zoi
Papanaoum (supervisor),
Associate Professor Dr P.
Xochellis (professor); and Dr
Michael Kelpanidis,
Associate Professor at the
Department of Philosophy
and Education, Aristotle
University of Thessaloniki,
Greece. The project was
funded by State Scholarships
Foundation, Athens, Greece.
Their co-operation is highly
acknowledged.
The International Journal of
Educational Management
13/4 [1999] 180±186
# MCB University Press
[ISSN 0951-354X]
[ 180 ]
1. Background
The in-service training of primary school
teachers was not a basic component of the
Greek education system until the beginning
of the twentieth century. It was in 1922 that
the training of primary school teachers
began in a systematic way at the University
of Athens (Xochellis, 1991). The duration of
studies was two years and the primary and
nursery school teachers were enrolled after
an entrance examination. The purpose of
such training, as Angelis (1982) states, was
``to provide personnel for key positions in the
education sector, particularly for the supervisory posts''. Though the training was
optional in character, it was compulsory for
all those who were interested in continuing
postgraduate studies abroad after passing the
examination conducted by the ``State Scholarships Foundation''. In the two year training programme at the School of Philology,
Athens University, the trainees were sharing
some courses with undergraduate students.
This link of primary school teachers with the
University School of Philology raised their
status. But as in-service training of primary
and nursery school teachers at the University School of Philology was a subject of
secondary importance, the pace of training
was quite slow. This can be analyzed from
the fact that between 1965-72, only 1,607
primary school teachers received training at
the university campus (Angelis, 1982).
In 1964 the in-service training of teachers
was shifted to the newly established autonomous consultative body ``Pedagogical Institute'' at the Ministry of Education, Athens.
But after just three years, the scheme was
dropped due to extreme opposition from
different sections, particularly the university
circle.
An important phase regarding further
education and in-service training of primary
and nursery school teachers was initiated
with the establishment of ``Marasleio Teacher's School of Primary Education'' (MDDE)
and ``In-service Training College for Primary
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School Personnel'' (SELDE) in 1972 and 1979
respectively. Another autonomous body,
``The Centre for Educational Studies and Inservice Training'' (KEME), was established
at the Ministry of Education to provide
necessary guidance, supervision and expertise in the field of in-service training of
teachers (Massilias, 1981). The purpose of
MDDE was to enrol primary and nursery
school teachers for a two year programme in
order to prepare them for supervisory and
administrative posts, e.g. head teacher and
deputy head teacher, etc. This institution has
been running smoothly in Athens. SELDE's
real function was to organize in-service
training courses ranging from one to four
months in both theory and practice for the
newly recruited and already serving primary
and nursery school teachers, head teachers
and their supporting staff (Presidential Decree, 177/1983, articles 1and 4). It also organized a one year graduate programme
wherein the working primary and nursery
school teachers used to enrol without any
examination or other typical procedure.
However, in case the number of applicants
exceeded the required limit, the selection was
made by lottery draw or another procedure.
At the 13 different SELDEs located in
different parts of the country (Presidential
Decrees 255/1979; 725/1980), teachers attending any kind of training programme were
also entitled an extra allowance, on the top of
their salaries, in order to cover the additional
expenses because most of them had to move
away from home to attend such courses
(Council of Europe, 1987).
The curriculum of SELDE comprises:
common courses for primary and nursery
school teachers covering about 52 per cent of
the whole (including theoretical courses of
education, psychology and philosophy); and
separate courses for the primary school
teachers corresponding to school curriculum. The attendance of the trainees was
compulsory and the successful candidates
were awarded certificates at the end of the
training courses (Papanaoum, 1989).
The trainers or teacher educators at
SELDE must have at least: Master's degree in
their relevant speciality and five years'
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
teaching experience (Presidential Decree,
177/1983,articles 1 and 4).
SELDE were closed in the academic year
1991-92 and in the preceding year a new body
under the name ``Regional In-service Training Centres'' (Peripherika Epimorphotika
Kendra/PEK) was established with the purpose of providing in-service training courses
for all kinds of school teachers (Hellenic
Republic Laws 1566/1985; 2009/1992). It is
noted that the creation of PEK was not an
incidental decision. The responsible authorities at the Ministry of Education took this
decision after lengthy discussions to give the
practical shape to the proposals from a
research team of Unesco (Chiappano and
Vandevelde, 1988) and the two major working
groups (Omades Erghasies) formed at the
ministry in 1988 and 1991 respectively (Ministry of Education 1988; 1991). With the
establishment of 16 PEKs (Ministry of Education, 1995a,b,c,d), a new phase of in-service
training of school teachers was initiated. The
organization and management of PEK is
controlled by the ``co-ordinating council''
(Sindonistiko Sumvoulio) at the Ministry of
Education. Each PEK is headed by a director
who is assisted by two vice directors: one for
nursery and primary education, and the
other for secondary education.
At the platform of PEK, usually three kinds
of in-service training programmes are
organized:
1 initial in-service training;
2 periodical in-service training; and
3 intensive in-service training.
The duration of these three kinds of programmes is up to four months, three months
and 10-100 teaching hours respectively (Presidential decree, 250/1992). Initial in-service
training has been stopped since the last two
years after providing training to 10,247 school
teachers (comprising 32 per cent primary
teachers) between 1992-94. Besides this a total
of 11,690 school teachers (comprising 37 per
cent primary teachers) were trained between
1992-94 through different periodical in-service training programmes (Ministry of Education, 1995a,b,c,d). Under the recent
organizational changes, a number of ``subregional in-service training centres'' have
been established at many district level cities
under the administrative control of the
already existing 16 PEKs. With the result of
this decentralization policy, the pace of
periodical in-service training has significantly been increased. This can be analyzed
from the fact that within the academic year
1995-96, only at PEK-2 Thessaloniki, a total of
1,427 primary school teachers were trained
through different in-service training
programmes of 8-10 weeks duration. Now
both trainees and trainers at each PEK are
entitled to an extra-allowance.
As regards the programme of study at the
PEK, this is the function of each trainer who
formulates it in his/her own way, keeping in
view the current needs of the school in that
particular area. It generally includes the
objectives, content outline, method(s) of
teaching and assessment procedure for the
trainee teachers. At present, the assessment
of the training programme is normally based
on the completion of a questionnaire which is
filled out by the participant trainee teachers
at the end of the training course (Saeed, 1997).
2. Purpose of the study
.
.
To investigate how the directors and vice
directors of PEK conceive of the different
aspects of in-service training of primary
school teachers.
To investigate whether position/rank and
qualification of directors and vice directors have significant impact in formulating their opinions.
3. Method and procedure
3.1 The sample
The sample comprised 48 subjects ± one
director and two vice directors at each of the
16 PEKs. All the directors were professors or
associate professors and belonged to the
pedagogical departments of the universities.
The vice directors either belonged to higher
education institutions or worked in some
capacity in other state educational organizations, mostly with the status of teachers or
researchers.
The average response rate was 62.5 per
cent. The flow of responses was more intensive (by 18.75 per cent) in the circle of vice
directors than of directors. The response rate
varied from PEK to PEK. For instance, from
four PEKs both the director as well as the two
vice directors responded the questionnaire,
but no one responded from two of the other
PEKs. From the rest of the ten PEKs, one or
two questionnaires were returned.
The respondents were more or less varied
as regards their qualification and experience.
For instance, all the directors held a PhD
degree in education or in some other faculty,
while the qualification of the vice directors
varied from the highest of PhD (40 per cent)
to the lowest of Bachelor's degree (40 per
cent) in education or in some other faculty; 10
per cent of the vice directors had a Master's
degree in education the while other 10 per
cent did not mention their qualification. As
[ 181 ]
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
regards experience, a remarkable majority of
83.3 per cent had a vast teaching and research
experience of over 20 years. Thus the variable of experience was omitted from the
study.
3.2 Instrumentation
A semi-structured questionnaire was developed to investigate the opinions of the
directors and vice directors about various
aspects of the existing in-service teacher
training system at primary level. It comprised three sections. Section I contained
personal information such as age, sex, name
of institution, post/position held, qualification and experience. In section II, the opinions were asked by developing closed-type
questions on a six-point rating scale ranging
from strongly agree (1) to strongly disagree
(6). The items included the objectives and
curricula of different in-service training
programmes; their methodology of teaching
and practice; assessment criteria for the
participant trainee teachers; criteria for the
selection of trainers and trainees; financing;
organizational set-up, provision of teaching
and non-teaching staff and other physical
facilities, and daily allowance for trainers
and trainees. Section III contained six openended questions and was designed to obtain
the suggestions of respondents to improve
the existing in-service teacher training system.
In order to improve the instrument in
terms of language, content and style/format,
it was piloted by a small sample of five
teacher educators at a PEK in Thessaloniki.
The improved questionnaire was then administered on a large scale at all the 16 PEKs
between April-July, 1996.
4. Analysis and interpretation of
data
The data were analyzed by frequency distribution and percentage. In order to determine the significant difference in the
opinions of the respondents by their position/rank and qualification, a chi-square test
(w2) was employed (see Table I).
An average of about three-quarters majority of the directors and vice directors was
satisfied with the achievement of the basic
objectives of the different in-service training
programmes at their PEK. These included:
development of personality of prospective
primary teachers, familiarization of newly
appointed primary teachers with the basic
educational activities, equipping the prospective primary teachers with the latest
knowledge and teaching skills, development
[ 182 ]
of a scientific approach in the prospective
primary teachers through the use of modern
educational technology, and the co-ordination of school's teaching work with the
practical needs of the teachers.
The chi-square test demonstrated that
there was no significant difference in the
opinions of the respondents by their position
and qualification. The frequency distribution, however, showed that the highly educated respondents (MEd or PhD) and the
directors were comparatively more satisfied
with the achievement of these objectives than
their low qualified (BA/BEd) vice director
colleagues. The opinions of directors and vice
directors varied slightly from PEK to PEK.
At the time of the study, there was no
concrete syllabus for the different in-service
training programmes. Teacher-centred curricula were followed at all the PEKs. Every
teacher educator or trainer used to plan/
formulate his/her own lesson including basic
objectives, content outline, method(s) of
teaching and assessment of trainees. A remarkable majority of about three-quarters of
respondents were satisfied with the different
curriculum development practices at their
PEK. They had the opinion that the programmes of study for the different in-service
training programmes at their PEK coincided
with the objectives. The curriculum developed by the subject specialist teacher educators was more research oriented than that
followed at SELDE in the past. Due emphasis
was levied on theoretical and practical components. The most probable reason was that
the highly qualified teacher educators were
engaged in catering training courses and
mostly belonged to university faculties. The
majority favoured the recent step of establishing some ``sub-regional in-service training centres'' (MOKSE) at a number of district
headquarters throughout the country. The
number of training programmes has substantially been increased, and therefore, the
teachers have found sufficient opportunities
for attending the refresher courses of interest
to them. About a two-thirds majority disfavoured the recent exclusion of practice
teaching from the periodical in-service
training programmes.
Chi-square results showed that there was
no significant difference in the opinions of
the respondents by their position and qualification. Minute differences in the opinions
of the respondents at the different PEKs were
obvious due to different teacher educators
and the availability of other facilities.
In order to further improve the overall
process of curriculum formulation, the majority suggested more emphasis on the
courses of specialization, bridging the gap
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
Table I
A summary of chi-square results: comparison of opinions of directors and vice directors at PEK
by their position and qualification
The International Journal of
Educational Management
13/4 [1999] 180±186
Sr.
no Aspect of in-service training
Position
Qualification
w2 values */**/NS w2 values */**/NS
A
1
2
3
4
5
Objectives
Development of personality of trainees
Familiarization with school life
Transfer of new knowledge and skills
Promotion of scientific approach
Co-relation of school's work with society
1.678
0.852
0.170*
0.655*
1.801
NS
NS
NS
NS
NS
0.619
2.398
3.333*
0.159*
6.882
NS
NS
NS
NS
*
B
1
2
3
4
5
6
Curriculum/analytical programme
Compatibility with its objectives
More research oriented than SELDE
Promoting scientific approach in trainees
Due emphasis on the different lessons
Due emphasis on theory and practice
Increase in training courses under new set-up
0.015*
0.683*
0.151*
0.368*
0.642
0.170*
NS
NS
NS
NS
NS
NS
0.277*
0.967*
2.143*
1.091
3.476
0*
NS
NS
NS
NS
NS
NS
C
1
2
3
4
5
6
7
Methodology of teaching and practice
Availability of audio-visual aids
Proper use of available audio-visual aids
Due emphasis on lecture method
Due emphasis on laboratory workshops
Removing teaching practice from period training
Interest of new teachers with school life
Guidance for trainee primary teachers
0.668
2.946
7.446
1.455
2.922
0.383*
0.341*
NS
NS
*
NS
NS
NS
NS
1.222
1.352
0.267
1.344
2.861
0.240*
1.428*
NS
NS
NS
NS
NS
NS
NS
D
1
2
3
Evaluation
Existing evaluation system for training courses
Introducing a test or an interview
Asking trainers to submit a report
0.875
2.313
7.289
NS
NS
*
1.434
6.789
4.867
NS
*
NS
E
1
2
3
4
5
6
7
8
9
10
11
Other aspects
Criteria for selection of trainee teachers
Criteria for the appointment of trainers
Existing duration (8-10 weeks) of periodical training
Establishing sub-regional training centres
Class size (number of trainees in a class)
Proper training for the supervisory staff of primary schools
Interest of trainees in the training courses
Provision of training facilities
Annual allocation of budget
Daily allowance for trainers
Daily allowance for trainees
1.763
2.187
0.224
1.212
1.768*
0.854
3.523
10.324
2.845
2.212
1.290
NS
NS
NS
NS
NS
NS
NS
**
NS
NS
NS
0.619
0.600*
0.620
0*
0.166*
0.392
1.453
1.267
2.677
3.399
1.682
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Notes: * = significant at P < 0.05; ** = highly significant at P < 0.01; NS = not significant; d.f. = 2, except
values with star (*) that were measured at one degree of freedom
between theory and practice, and allocating
more weight to the subjects on psychopedagogy, aesthetical and moral education,
modern Greek language and literature, public relations (teacher-school-society) and
methodology of educational research.
Methodology of teaching and practice has a
close link with the provision and appropriate
use of modern educational technology in the
classroom teaching-learning process. Here
about a one-third minority of the respondents
was completely satisfied; the rest were either
partially satisfied or completely dissatisfied.
A significant majority of about threequarters were satisfied with the emphasis
given to lecture method and laboratory
work/seminars in the different in-service
training programmes. Almost the same majority showed its satisfaction with the provision of guidance and counselling services
available for the trainee teachers during
different training courses at their PEK.
[ 183 ]
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
[ 184 ]
Regarding the emphasis on the lecture
method, chi-square tests demonstrated a
significant difference in the opinions of the
respondents according to their position. The
directors were about three times more completely satisfied than the vice directors.
In order to further improve the aspect of
methodology of teaching and practice at
PEKs, about one-third of the respondents
suggested that teaching practice should be a
compulsory component for all the different
kinds of in-service training programmes arranged for primary school teachers. Almost
the same majority suggested more emphasis
on laboratory work, seminars and projects.
Some proposed that all PEKs should be
enriched with modern educational
technology.
For the time being, PEKs are lacking in the
appropriate assessment procedures for participant primary school teachers in the
different in-service training programmes. A
senior vice director, while criticizing the
evaluation process as a whole, comments that
``teacher's evaluation is missing from the
Greek education system; and consequently, it
can not take place at PEKs''.
About one-third of respondents strongly
favoured the existing procedure for the
evaluation of in-service training programmes
through the completion of a questionnaire.
Nearly half partially favoured it, while
others strongly disfavoured it. In the preceding items, when the directors and vice
directors were asked whether the introduction of a written or oral test might improve
the assessment of trainee teachers and the
training programmes as a whole, a remarkable majority of about three-quarters were in
favour. Almost the same majority had the
opinion that the programme efficiency could
be improved if the trainers were asked to
submit their comments at the end of the inservice training programme.
In order to further improve the evaluation
of trainee teachers, a few gave the idea of pretest and post-test. According to them, the
efficiency of the in-service training programmes could be judged and hence improved by comparing the results of the pretest and post-test given to the participant
teachers before and at the end of the training
programme. Another respondent suggested
that ``presentation of lesson should be made
in the form of small groups (2-4)''. Another
suggested that ``evaluatory groups should be
organized at each PEK''.
Chi-square results showed that the lowqualified (BA/BEd) and the vice directors
were comparatively more of the opinion to
introduce a test or interview or to ask
trainers to submit a report about the pros
and cons of the training programme at the
end, than their colleagues possessing higher
qualifications (PhD/MEd) and holding the
status of a director (Table I).
The respondents, almost in equal proportions, favoured and disfavoured the existing
criteria for the selection of trainee primary
school teachers based on their teaching
experience, previously attended in-service
courses and/or lottery system. As regards the
placement of trainers at PEKs, all respondents except one were more or less satisfied
with the existing situation. However, to
further improve the situation a few respondents suggested having a choice of the best
trainers.
As regards the existing number (20-30) of
trainee primary school teachers in the classroom, all the directors and vice directors
were more or less satisfied.
A remarkable majority of more than threequarters were not satisfied with the existing
pace of in-service training courses organized
for the supervisory and administrative staff
(e.g. head teachers, deputy head teachers etc.)
of the primary schools at their PEK. They
were interested in special training courses
on better management and supervision of
schools for these personnel.
A majority of about two-thirds of the
directors and vice directors reported that the
participant primary teachers were taking
keen interest in the various in-service training courses organized for them at their PEK.
In order to create more interest and to
enhance the participation rate of trainee
primary teachers, many proposed that ``there
should be more moral and financial motives
for them (the trainees)''.
Less than half (45 per cent) had the opinion
that the existing pace of in-service training
courses was meeting the practical needs of
the primary schools. The rest either partially
agreed (48 per cent) or strongly disagreed (7
per cent) in this regard. The high rate of
dissatisfaction was perhaps due to the slow
pace of in-service refresher courses. For
instance, in the year 1993-94 there were 39,821
primary teachers in the whole country (National Statistical Service of Greece, 1995), and
those who got any kind of periodical inservice training were 3,102 (Ministry of
Education, 1995a,b,c,d). With this pace, a
primary school teacher was required to
undergo an in-service training course once in
over ten years.
A chi-square test showed a significant
difference in the opinions of the directors and
vice directors. The latter were about three
times less satisfied than the former. This
might be due to their being less familiar with
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
A majority suggested that
school-based and distance
in-service training
programmes should not be
compulsory
the situation of demand and supply of
primary school teachers in the country.
As regards the annual allocation of budget
to the different PEKs by the Ministry of
Education, nearly half of the respondents
were not completely satisfied. Therefore,
many of the respondents stressed more
administrative and financial autonomy of
PEKs. According to them, this step will
resolve some organizational problems and
the scarcity of permanent teaching staff, and
consequently the working efficiency at each
PEK will be improved.
How far were the trainees and the trainers
satisfied with the daily allowance granted to
them? About a one-quarter minority was
completely satisfied with the extra allowance
for the participant primary teachers at the
fixed rate of 1,500 drachmas per teaching
hour. The rest were either partially satisfied
or completely dissatisfied. However, a significant majority of more than three-quarters
was more or less satisfied with the extra
allowance granted to the trainers/teacher
educators at the rate of 5,000 to 10,000
drachmas per teaching hour, depending on
their category/position.
One important aspect of in-service training
is its nature, duration, and management and
control. The respondents have different opinions for the different kinds of in-service
training programmes in this regard. All the
directors and vice directors were of the
opinion that initial in-service training should
be compulsory for all the newly appointed
primary teachers. Hence all of them favoured
the existing situation. For periodical and
intensive in-service training programmes,
about half and two-thirds respectively suggested that these should be made compulsory. A remarkable majority of more than
three-quarters suggested that school-based
and distance in-service training programmes
should not be compulsory, rather these
should be optional in character (Figure 1).
Regarding the duration of different inservice training programmes, the responses
also varied significantly. The majority suggested a one-year duration for initial inservice training. Hence the respondents considered that the existing three/four month's
duration for initial in-service training was
insufficient. A remarkable majority of about
three-quarters were satisfied with the existing eight to ten weeks duration of periodical
in-service training. For the intensive inservice training seminars, the majority was
in favour of the existing two weeks duration.
A great variation (from two to three weeks to
five to six months) was found in the opinions
of the respondents about the duration for
in-school or school-based and distance inservice training programmes.
As regards the management and control of
the different kinds of in-service training, the
responses of the directors and vice directors
varied slightly. For instance, a three-quarters
majority suggested that initial and periodical
in-service training should be organized and
controlled by the local PEK. This means that
the majority favoured the existing situation.
As regards the intensive in-service training
seminars, the majority proposed that these
should either be organized by PEKs or
pedagogical departments of the universities.
A significant majority were of the opinion
that school-based or in-school in-service
training programmes should be organized
and supervised by the school councils. The
vice directors favoured this more than their
colleagues holding the post of director. This
might be because many of them basically
belonged to the school cadre, and they
preferred to decentralise the in-service
training up to school unit level. Regarding
the distance in-service training, the majority
either favoured the Pedagogical Institute at
Athens or PEKs. A few, however, recommended that pedagogical departments of the
universities are the most appropriate institutions in this regard.
5. Conclusions
The in-service training of teachers in Greece
is still in a transition state. Though the
recent decision of the Ministry of Education
regarding the establishment of a number of
sub-regional in-service training centres under the administrative control of the existing
16 PEKs seems to be an encouraging step,
there is still an urgent need for increasing
the pace of in-service training courses in all
the school subjects. Perhaps it would be
rather a difficult task for only PEKs to meet
the practical needs of primary schools. The
other agencies like school councils and
pedagogical departments of the universities
have to agree to arrange more short training
courses/seminars. In-service training
through distance learning may be more
fruitful in terms of enhancing the participation rate in the training courses, especially
for those who cannot leave their home or
school, and for those who are serving in the
schools located far from the big cities.
The analysis and interpretation of data
revealed that the in-service teacher training
systems in Greece seem to be improving
gradually. It is perhaps due to this reason
that the majority of the directors and vice
directors generally showed satisfaction with
[ 185 ]
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
Figure 1
Suggestions of directors and vice directors of PEK about the compulsory or non-compulsory
nature of different kinds of in-service training programmes for the primary school teachers
The International Journal of
Educational Management
13/4 [1999] 180±186
the different aspects of the existing set-up of
in-service training of primary school teachers. They, however, have stressed the
increase of funds, modern educational technology and improving the assessment criteria for participant teachers through
conducting a written or oral test, as well as
asking trainers to submit a report about the
pros and cons of the training programme at
the end. According to their views, if the new
establishment of PEKs is granted sufficient
financial and administrative autonomy, the
whole in-service teacher training system will
rapidly flourish. Summing up the discussion,
it is hoped that in the near future PEKs will
be out of the experimental stage, and will
then run smoothly in order to provide an
opportunity for some in-service refresher
courses for every primary school teacher at
least every three years. It is also hoped that
other more flexible provisions of in-service
training will be established, such as schoolfocused training and distance education.
References
Angelis, L. (1982), ``Teacher education in Greece:
an analytical study of the institutions for
teacher training, their status and their role,
their curricula and their effect'', unpublished
doctoral thesis, Department of Education,
University College of Wales, Aberystwyth, pp.
136-9.
Chiappano, N. and Vandevelde, L. (1988), ``A study
of the functioning of PEK'' (Unesco Project
GRE/85/010/A/01/13), in Anthopoulos, K. et
al. (1994), Education and In-service Training of
Teachers (Thessaloniki, Art of Text),
pp. 56-133.
Council of Europe (1987), New Challenges for
Teacher Education: National Reports on
Teacher Education, Helsinki, Standing
Conference of European Ministers of Education, 15th Session, 5-7 May 1987, p. 91.
[ 186 ]
Massilias, G.B. (1981), The Educational System of
Greece, US Department of Education, Government Printing Press, p. 16.
Ministry of Education (1988, 1991), Suggestions of
the Working Groups 1988 and 1991 for the Inservice Training of Teachers, Ministry of
Education, Athens.
Ministry of Education (1995a) Numerical Data
about Teachers Trained at all PEK, Ministry
of Education, Section D/Secondary Education, Athens.
Ministry of Education (1995b), Decision No.
2047171/0022/95, FEK 448/92, t. B/4-6-1995,
Ministry of Education, Athens.
Ministry of Education (1995c), Numerical Data
about Teachers Trained at PEK, Ministry of
Education, Section D/Secondary Education,
Athens.
Ministry of Education (1995d), List of all PEK in
Greece, Ministry of Education, Section D/
Secondary Education, Athens.
Ministry of Education (1996), Number of Trained
Primary School Teachers, Thessaloniki,
PEK-2.
National Statistical Service of Greece (1995),
Numerical Data about Number of Primary
School Teachers in Greece, National Statistical
Service of Greece, Athens.
Papanaoum, Z. (1989), ``The education of teachers
in Greece: problems and prospects'', in
Monasta, A. (Ed.), The Children of Japheth,
Firenze, McColl, p. 100.
Saeed, M. (1997), ``The pre-service and in-service
training of primary school teachers in Pakistan and Greece: an empirical approach from
comparative angle'', unpublished doctoral
thesis, Department of Philosophy and Education, Aristotle University of Thessaloniki,
pp. 177-8.
Xochellis, P.D. (1991), ``Basic education and
training of teachers in Greece: findings and
proposals'', Filologos, School of Philosophy,
Aristotle University of Thessaloniki, Vol. 64,
p. 92.
Greece: views of directors and vice directors of PEK
Muhammad Saeed
Directorate of Staff Development, Punjab, Lahore, Pakistan
Keywords
Training, Schools, Greece,
Teachers, Selection, Assessment
Abstract
Gives a brief view of the in-service
training of primary school teachers
in Greece in the historical contexts as well as the current situation. The major purpose, however,
is to investigate the views of
directors and vice directors of
``regional in-service training centres'' (PEK) about the different
aspects of in-service training of
primary school teachers. These
include: the objectives and curricula of different in-service training
programmes; the methodology of
teaching and practice; the assessment criteria for trainee teachers; the criteria for the selection
of trainees and trainers; the provision of daily allowance for trainees
and trainers; the organizational
set-up; the financing and nature,
duration and management and
control of different training programmes. The results showed that
generally the respondents were
satisfied with the existing situation. The chi-square (w2) test
demonstrated that position/rank
and qualification had no significant impact on the opinions of
directors and vice directors regarding most of these aspects.
This article is a part of a
project that was completed
in four years (1994-97)
under the guidance of three
member committee: Dr Zoi
Papanaoum (supervisor),
Associate Professor Dr P.
Xochellis (professor); and Dr
Michael Kelpanidis,
Associate Professor at the
Department of Philosophy
and Education, Aristotle
University of Thessaloniki,
Greece. The project was
funded by State Scholarships
Foundation, Athens, Greece.
Their co-operation is highly
acknowledged.
The International Journal of
Educational Management
13/4 [1999] 180±186
# MCB University Press
[ISSN 0951-354X]
[ 180 ]
1. Background
The in-service training of primary school
teachers was not a basic component of the
Greek education system until the beginning
of the twentieth century. It was in 1922 that
the training of primary school teachers
began in a systematic way at the University
of Athens (Xochellis, 1991). The duration of
studies was two years and the primary and
nursery school teachers were enrolled after
an entrance examination. The purpose of
such training, as Angelis (1982) states, was
``to provide personnel for key positions in the
education sector, particularly for the supervisory posts''. Though the training was
optional in character, it was compulsory for
all those who were interested in continuing
postgraduate studies abroad after passing the
examination conducted by the ``State Scholarships Foundation''. In the two year training programme at the School of Philology,
Athens University, the trainees were sharing
some courses with undergraduate students.
This link of primary school teachers with the
University School of Philology raised their
status. But as in-service training of primary
and nursery school teachers at the University School of Philology was a subject of
secondary importance, the pace of training
was quite slow. This can be analyzed from
the fact that between 1965-72, only 1,607
primary school teachers received training at
the university campus (Angelis, 1982).
In 1964 the in-service training of teachers
was shifted to the newly established autonomous consultative body ``Pedagogical Institute'' at the Ministry of Education, Athens.
But after just three years, the scheme was
dropped due to extreme opposition from
different sections, particularly the university
circle.
An important phase regarding further
education and in-service training of primary
and nursery school teachers was initiated
with the establishment of ``Marasleio Teacher's School of Primary Education'' (MDDE)
and ``In-service Training College for Primary
The current issue and full text archive of this journal is available at
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School Personnel'' (SELDE) in 1972 and 1979
respectively. Another autonomous body,
``The Centre for Educational Studies and Inservice Training'' (KEME), was established
at the Ministry of Education to provide
necessary guidance, supervision and expertise in the field of in-service training of
teachers (Massilias, 1981). The purpose of
MDDE was to enrol primary and nursery
school teachers for a two year programme in
order to prepare them for supervisory and
administrative posts, e.g. head teacher and
deputy head teacher, etc. This institution has
been running smoothly in Athens. SELDE's
real function was to organize in-service
training courses ranging from one to four
months in both theory and practice for the
newly recruited and already serving primary
and nursery school teachers, head teachers
and their supporting staff (Presidential Decree, 177/1983, articles 1and 4). It also organized a one year graduate programme
wherein the working primary and nursery
school teachers used to enrol without any
examination or other typical procedure.
However, in case the number of applicants
exceeded the required limit, the selection was
made by lottery draw or another procedure.
At the 13 different SELDEs located in
different parts of the country (Presidential
Decrees 255/1979; 725/1980), teachers attending any kind of training programme were
also entitled an extra allowance, on the top of
their salaries, in order to cover the additional
expenses because most of them had to move
away from home to attend such courses
(Council of Europe, 1987).
The curriculum of SELDE comprises:
common courses for primary and nursery
school teachers covering about 52 per cent of
the whole (including theoretical courses of
education, psychology and philosophy); and
separate courses for the primary school
teachers corresponding to school curriculum. The attendance of the trainees was
compulsory and the successful candidates
were awarded certificates at the end of the
training courses (Papanaoum, 1989).
The trainers or teacher educators at
SELDE must have at least: Master's degree in
their relevant speciality and five years'
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
teaching experience (Presidential Decree,
177/1983,articles 1 and 4).
SELDE were closed in the academic year
1991-92 and in the preceding year a new body
under the name ``Regional In-service Training Centres'' (Peripherika Epimorphotika
Kendra/PEK) was established with the purpose of providing in-service training courses
for all kinds of school teachers (Hellenic
Republic Laws 1566/1985; 2009/1992). It is
noted that the creation of PEK was not an
incidental decision. The responsible authorities at the Ministry of Education took this
decision after lengthy discussions to give the
practical shape to the proposals from a
research team of Unesco (Chiappano and
Vandevelde, 1988) and the two major working
groups (Omades Erghasies) formed at the
ministry in 1988 and 1991 respectively (Ministry of Education 1988; 1991). With the
establishment of 16 PEKs (Ministry of Education, 1995a,b,c,d), a new phase of in-service
training of school teachers was initiated. The
organization and management of PEK is
controlled by the ``co-ordinating council''
(Sindonistiko Sumvoulio) at the Ministry of
Education. Each PEK is headed by a director
who is assisted by two vice directors: one for
nursery and primary education, and the
other for secondary education.
At the platform of PEK, usually three kinds
of in-service training programmes are
organized:
1 initial in-service training;
2 periodical in-service training; and
3 intensive in-service training.
The duration of these three kinds of programmes is up to four months, three months
and 10-100 teaching hours respectively (Presidential decree, 250/1992). Initial in-service
training has been stopped since the last two
years after providing training to 10,247 school
teachers (comprising 32 per cent primary
teachers) between 1992-94. Besides this a total
of 11,690 school teachers (comprising 37 per
cent primary teachers) were trained between
1992-94 through different periodical in-service training programmes (Ministry of Education, 1995a,b,c,d). Under the recent
organizational changes, a number of ``subregional in-service training centres'' have
been established at many district level cities
under the administrative control of the
already existing 16 PEKs. With the result of
this decentralization policy, the pace of
periodical in-service training has significantly been increased. This can be analyzed
from the fact that within the academic year
1995-96, only at PEK-2 Thessaloniki, a total of
1,427 primary school teachers were trained
through different in-service training
programmes of 8-10 weeks duration. Now
both trainees and trainers at each PEK are
entitled to an extra-allowance.
As regards the programme of study at the
PEK, this is the function of each trainer who
formulates it in his/her own way, keeping in
view the current needs of the school in that
particular area. It generally includes the
objectives, content outline, method(s) of
teaching and assessment procedure for the
trainee teachers. At present, the assessment
of the training programme is normally based
on the completion of a questionnaire which is
filled out by the participant trainee teachers
at the end of the training course (Saeed, 1997).
2. Purpose of the study
.
.
To investigate how the directors and vice
directors of PEK conceive of the different
aspects of in-service training of primary
school teachers.
To investigate whether position/rank and
qualification of directors and vice directors have significant impact in formulating their opinions.
3. Method and procedure
3.1 The sample
The sample comprised 48 subjects ± one
director and two vice directors at each of the
16 PEKs. All the directors were professors or
associate professors and belonged to the
pedagogical departments of the universities.
The vice directors either belonged to higher
education institutions or worked in some
capacity in other state educational organizations, mostly with the status of teachers or
researchers.
The average response rate was 62.5 per
cent. The flow of responses was more intensive (by 18.75 per cent) in the circle of vice
directors than of directors. The response rate
varied from PEK to PEK. For instance, from
four PEKs both the director as well as the two
vice directors responded the questionnaire,
but no one responded from two of the other
PEKs. From the rest of the ten PEKs, one or
two questionnaires were returned.
The respondents were more or less varied
as regards their qualification and experience.
For instance, all the directors held a PhD
degree in education or in some other faculty,
while the qualification of the vice directors
varied from the highest of PhD (40 per cent)
to the lowest of Bachelor's degree (40 per
cent) in education or in some other faculty; 10
per cent of the vice directors had a Master's
degree in education the while other 10 per
cent did not mention their qualification. As
[ 181 ]
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
regards experience, a remarkable majority of
83.3 per cent had a vast teaching and research
experience of over 20 years. Thus the variable of experience was omitted from the
study.
3.2 Instrumentation
A semi-structured questionnaire was developed to investigate the opinions of the
directors and vice directors about various
aspects of the existing in-service teacher
training system at primary level. It comprised three sections. Section I contained
personal information such as age, sex, name
of institution, post/position held, qualification and experience. In section II, the opinions were asked by developing closed-type
questions on a six-point rating scale ranging
from strongly agree (1) to strongly disagree
(6). The items included the objectives and
curricula of different in-service training
programmes; their methodology of teaching
and practice; assessment criteria for the
participant trainee teachers; criteria for the
selection of trainers and trainees; financing;
organizational set-up, provision of teaching
and non-teaching staff and other physical
facilities, and daily allowance for trainers
and trainees. Section III contained six openended questions and was designed to obtain
the suggestions of respondents to improve
the existing in-service teacher training system.
In order to improve the instrument in
terms of language, content and style/format,
it was piloted by a small sample of five
teacher educators at a PEK in Thessaloniki.
The improved questionnaire was then administered on a large scale at all the 16 PEKs
between April-July, 1996.
4. Analysis and interpretation of
data
The data were analyzed by frequency distribution and percentage. In order to determine the significant difference in the
opinions of the respondents by their position/rank and qualification, a chi-square test
(w2) was employed (see Table I).
An average of about three-quarters majority of the directors and vice directors was
satisfied with the achievement of the basic
objectives of the different in-service training
programmes at their PEK. These included:
development of personality of prospective
primary teachers, familiarization of newly
appointed primary teachers with the basic
educational activities, equipping the prospective primary teachers with the latest
knowledge and teaching skills, development
[ 182 ]
of a scientific approach in the prospective
primary teachers through the use of modern
educational technology, and the co-ordination of school's teaching work with the
practical needs of the teachers.
The chi-square test demonstrated that
there was no significant difference in the
opinions of the respondents by their position
and qualification. The frequency distribution, however, showed that the highly educated respondents (MEd or PhD) and the
directors were comparatively more satisfied
with the achievement of these objectives than
their low qualified (BA/BEd) vice director
colleagues. The opinions of directors and vice
directors varied slightly from PEK to PEK.
At the time of the study, there was no
concrete syllabus for the different in-service
training programmes. Teacher-centred curricula were followed at all the PEKs. Every
teacher educator or trainer used to plan/
formulate his/her own lesson including basic
objectives, content outline, method(s) of
teaching and assessment of trainees. A remarkable majority of about three-quarters of
respondents were satisfied with the different
curriculum development practices at their
PEK. They had the opinion that the programmes of study for the different in-service
training programmes at their PEK coincided
with the objectives. The curriculum developed by the subject specialist teacher educators was more research oriented than that
followed at SELDE in the past. Due emphasis
was levied on theoretical and practical components. The most probable reason was that
the highly qualified teacher educators were
engaged in catering training courses and
mostly belonged to university faculties. The
majority favoured the recent step of establishing some ``sub-regional in-service training centres'' (MOKSE) at a number of district
headquarters throughout the country. The
number of training programmes has substantially been increased, and therefore, the
teachers have found sufficient opportunities
for attending the refresher courses of interest
to them. About a two-thirds majority disfavoured the recent exclusion of practice
teaching from the periodical in-service
training programmes.
Chi-square results showed that there was
no significant difference in the opinions of
the respondents by their position and qualification. Minute differences in the opinions
of the respondents at the different PEKs were
obvious due to different teacher educators
and the availability of other facilities.
In order to further improve the overall
process of curriculum formulation, the majority suggested more emphasis on the
courses of specialization, bridging the gap
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
Table I
A summary of chi-square results: comparison of opinions of directors and vice directors at PEK
by their position and qualification
The International Journal of
Educational Management
13/4 [1999] 180±186
Sr.
no Aspect of in-service training
Position
Qualification
w2 values */**/NS w2 values */**/NS
A
1
2
3
4
5
Objectives
Development of personality of trainees
Familiarization with school life
Transfer of new knowledge and skills
Promotion of scientific approach
Co-relation of school's work with society
1.678
0.852
0.170*
0.655*
1.801
NS
NS
NS
NS
NS
0.619
2.398
3.333*
0.159*
6.882
NS
NS
NS
NS
*
B
1
2
3
4
5
6
Curriculum/analytical programme
Compatibility with its objectives
More research oriented than SELDE
Promoting scientific approach in trainees
Due emphasis on the different lessons
Due emphasis on theory and practice
Increase in training courses under new set-up
0.015*
0.683*
0.151*
0.368*
0.642
0.170*
NS
NS
NS
NS
NS
NS
0.277*
0.967*
2.143*
1.091
3.476
0*
NS
NS
NS
NS
NS
NS
C
1
2
3
4
5
6
7
Methodology of teaching and practice
Availability of audio-visual aids
Proper use of available audio-visual aids
Due emphasis on lecture method
Due emphasis on laboratory workshops
Removing teaching practice from period training
Interest of new teachers with school life
Guidance for trainee primary teachers
0.668
2.946
7.446
1.455
2.922
0.383*
0.341*
NS
NS
*
NS
NS
NS
NS
1.222
1.352
0.267
1.344
2.861
0.240*
1.428*
NS
NS
NS
NS
NS
NS
NS
D
1
2
3
Evaluation
Existing evaluation system for training courses
Introducing a test or an interview
Asking trainers to submit a report
0.875
2.313
7.289
NS
NS
*
1.434
6.789
4.867
NS
*
NS
E
1
2
3
4
5
6
7
8
9
10
11
Other aspects
Criteria for selection of trainee teachers
Criteria for the appointment of trainers
Existing duration (8-10 weeks) of periodical training
Establishing sub-regional training centres
Class size (number of trainees in a class)
Proper training for the supervisory staff of primary schools
Interest of trainees in the training courses
Provision of training facilities
Annual allocation of budget
Daily allowance for trainers
Daily allowance for trainees
1.763
2.187
0.224
1.212
1.768*
0.854
3.523
10.324
2.845
2.212
1.290
NS
NS
NS
NS
NS
NS
NS
**
NS
NS
NS
0.619
0.600*
0.620
0*
0.166*
0.392
1.453
1.267
2.677
3.399
1.682
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Notes: * = significant at P < 0.05; ** = highly significant at P < 0.01; NS = not significant; d.f. = 2, except
values with star (*) that were measured at one degree of freedom
between theory and practice, and allocating
more weight to the subjects on psychopedagogy, aesthetical and moral education,
modern Greek language and literature, public relations (teacher-school-society) and
methodology of educational research.
Methodology of teaching and practice has a
close link with the provision and appropriate
use of modern educational technology in the
classroom teaching-learning process. Here
about a one-third minority of the respondents
was completely satisfied; the rest were either
partially satisfied or completely dissatisfied.
A significant majority of about threequarters were satisfied with the emphasis
given to lecture method and laboratory
work/seminars in the different in-service
training programmes. Almost the same majority showed its satisfaction with the provision of guidance and counselling services
available for the trainee teachers during
different training courses at their PEK.
[ 183 ]
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
[ 184 ]
Regarding the emphasis on the lecture
method, chi-square tests demonstrated a
significant difference in the opinions of the
respondents according to their position. The
directors were about three times more completely satisfied than the vice directors.
In order to further improve the aspect of
methodology of teaching and practice at
PEKs, about one-third of the respondents
suggested that teaching practice should be a
compulsory component for all the different
kinds of in-service training programmes arranged for primary school teachers. Almost
the same majority suggested more emphasis
on laboratory work, seminars and projects.
Some proposed that all PEKs should be
enriched with modern educational
technology.
For the time being, PEKs are lacking in the
appropriate assessment procedures for participant primary school teachers in the
different in-service training programmes. A
senior vice director, while criticizing the
evaluation process as a whole, comments that
``teacher's evaluation is missing from the
Greek education system; and consequently, it
can not take place at PEKs''.
About one-third of respondents strongly
favoured the existing procedure for the
evaluation of in-service training programmes
through the completion of a questionnaire.
Nearly half partially favoured it, while
others strongly disfavoured it. In the preceding items, when the directors and vice
directors were asked whether the introduction of a written or oral test might improve
the assessment of trainee teachers and the
training programmes as a whole, a remarkable majority of about three-quarters were in
favour. Almost the same majority had the
opinion that the programme efficiency could
be improved if the trainers were asked to
submit their comments at the end of the inservice training programme.
In order to further improve the evaluation
of trainee teachers, a few gave the idea of pretest and post-test. According to them, the
efficiency of the in-service training programmes could be judged and hence improved by comparing the results of the pretest and post-test given to the participant
teachers before and at the end of the training
programme. Another respondent suggested
that ``presentation of lesson should be made
in the form of small groups (2-4)''. Another
suggested that ``evaluatory groups should be
organized at each PEK''.
Chi-square results showed that the lowqualified (BA/BEd) and the vice directors
were comparatively more of the opinion to
introduce a test or interview or to ask
trainers to submit a report about the pros
and cons of the training programme at the
end, than their colleagues possessing higher
qualifications (PhD/MEd) and holding the
status of a director (Table I).
The respondents, almost in equal proportions, favoured and disfavoured the existing
criteria for the selection of trainee primary
school teachers based on their teaching
experience, previously attended in-service
courses and/or lottery system. As regards the
placement of trainers at PEKs, all respondents except one were more or less satisfied
with the existing situation. However, to
further improve the situation a few respondents suggested having a choice of the best
trainers.
As regards the existing number (20-30) of
trainee primary school teachers in the classroom, all the directors and vice directors
were more or less satisfied.
A remarkable majority of more than threequarters were not satisfied with the existing
pace of in-service training courses organized
for the supervisory and administrative staff
(e.g. head teachers, deputy head teachers etc.)
of the primary schools at their PEK. They
were interested in special training courses
on better management and supervision of
schools for these personnel.
A majority of about two-thirds of the
directors and vice directors reported that the
participant primary teachers were taking
keen interest in the various in-service training courses organized for them at their PEK.
In order to create more interest and to
enhance the participation rate of trainee
primary teachers, many proposed that ``there
should be more moral and financial motives
for them (the trainees)''.
Less than half (45 per cent) had the opinion
that the existing pace of in-service training
courses was meeting the practical needs of
the primary schools. The rest either partially
agreed (48 per cent) or strongly disagreed (7
per cent) in this regard. The high rate of
dissatisfaction was perhaps due to the slow
pace of in-service refresher courses. For
instance, in the year 1993-94 there were 39,821
primary teachers in the whole country (National Statistical Service of Greece, 1995), and
those who got any kind of periodical inservice training were 3,102 (Ministry of
Education, 1995a,b,c,d). With this pace, a
primary school teacher was required to
undergo an in-service training course once in
over ten years.
A chi-square test showed a significant
difference in the opinions of the directors and
vice directors. The latter were about three
times less satisfied than the former. This
might be due to their being less familiar with
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
The International Journal of
Educational Management
13/4 [1999] 180±186
A majority suggested that
school-based and distance
in-service training
programmes should not be
compulsory
the situation of demand and supply of
primary school teachers in the country.
As regards the annual allocation of budget
to the different PEKs by the Ministry of
Education, nearly half of the respondents
were not completely satisfied. Therefore,
many of the respondents stressed more
administrative and financial autonomy of
PEKs. According to them, this step will
resolve some organizational problems and
the scarcity of permanent teaching staff, and
consequently the working efficiency at each
PEK will be improved.
How far were the trainees and the trainers
satisfied with the daily allowance granted to
them? About a one-quarter minority was
completely satisfied with the extra allowance
for the participant primary teachers at the
fixed rate of 1,500 drachmas per teaching
hour. The rest were either partially satisfied
or completely dissatisfied. However, a significant majority of more than three-quarters
was more or less satisfied with the extra
allowance granted to the trainers/teacher
educators at the rate of 5,000 to 10,000
drachmas per teaching hour, depending on
their category/position.
One important aspect of in-service training
is its nature, duration, and management and
control. The respondents have different opinions for the different kinds of in-service
training programmes in this regard. All the
directors and vice directors were of the
opinion that initial in-service training should
be compulsory for all the newly appointed
primary teachers. Hence all of them favoured
the existing situation. For periodical and
intensive in-service training programmes,
about half and two-thirds respectively suggested that these should be made compulsory. A remarkable majority of more than
three-quarters suggested that school-based
and distance in-service training programmes
should not be compulsory, rather these
should be optional in character (Figure 1).
Regarding the duration of different inservice training programmes, the responses
also varied significantly. The majority suggested a one-year duration for initial inservice training. Hence the respondents considered that the existing three/four month's
duration for initial in-service training was
insufficient. A remarkable majority of about
three-quarters were satisfied with the existing eight to ten weeks duration of periodical
in-service training. For the intensive inservice training seminars, the majority was
in favour of the existing two weeks duration.
A great variation (from two to three weeks to
five to six months) was found in the opinions
of the respondents about the duration for
in-school or school-based and distance inservice training programmes.
As regards the management and control of
the different kinds of in-service training, the
responses of the directors and vice directors
varied slightly. For instance, a three-quarters
majority suggested that initial and periodical
in-service training should be organized and
controlled by the local PEK. This means that
the majority favoured the existing situation.
As regards the intensive in-service training
seminars, the majority proposed that these
should either be organized by PEKs or
pedagogical departments of the universities.
A significant majority were of the opinion
that school-based or in-school in-service
training programmes should be organized
and supervised by the school councils. The
vice directors favoured this more than their
colleagues holding the post of director. This
might be because many of them basically
belonged to the school cadre, and they
preferred to decentralise the in-service
training up to school unit level. Regarding
the distance in-service training, the majority
either favoured the Pedagogical Institute at
Athens or PEKs. A few, however, recommended that pedagogical departments of the
universities are the most appropriate institutions in this regard.
5. Conclusions
The in-service training of teachers in Greece
is still in a transition state. Though the
recent decision of the Ministry of Education
regarding the establishment of a number of
sub-regional in-service training centres under the administrative control of the existing
16 PEKs seems to be an encouraging step,
there is still an urgent need for increasing
the pace of in-service training courses in all
the school subjects. Perhaps it would be
rather a difficult task for only PEKs to meet
the practical needs of primary schools. The
other agencies like school councils and
pedagogical departments of the universities
have to agree to arrange more short training
courses/seminars. In-service training
through distance learning may be more
fruitful in terms of enhancing the participation rate in the training courses, especially
for those who cannot leave their home or
school, and for those who are serving in the
schools located far from the big cities.
The analysis and interpretation of data
revealed that the in-service teacher training
systems in Greece seem to be improving
gradually. It is perhaps due to this reason
that the majority of the directors and vice
directors generally showed satisfaction with
[ 185 ]
Muhammad Saeed
The in-service training of
primary school teachers in
Greece: views of directors and
vice directors of PEK
Figure 1
Suggestions of directors and vice directors of PEK about the compulsory or non-compulsory
nature of different kinds of in-service training programmes for the primary school teachers
The International Journal of
Educational Management
13/4 [1999] 180±186
the different aspects of the existing set-up of
in-service training of primary school teachers. They, however, have stressed the
increase of funds, modern educational technology and improving the assessment criteria for participant teachers through
conducting a written or oral test, as well as
asking trainers to submit a report about the
pros and cons of the training programme at
the end. According to their views, if the new
establishment of PEKs is granted sufficient
financial and administrative autonomy, the
whole in-service teacher training system will
rapidly flourish. Summing up the discussion,
it is hoped that in the near future PEKs will
be out of the experimental stage, and will
then run smoothly in order to provide an
opportunity for some in-service refresher
courses for every primary school teacher at
least every three years. It is also hoped that
other more flexible provisions of in-service
training will be established, such as schoolfocused training and distance education.
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