Σin an era of extensive social and economic restructuring at the national level, the field of education is affected by the introduction of extensive changes that redefine the functioning of the educational system. In this context, the debate on the evaluation of educational work and teachers has recently returned strongly to the educational field. The issue of evaluation has been a field of intense debate among educational institutions in recent decades, while it has been marked by a series of failed government initiatives. The lack of consensus led the issue to a stalemate. The Greek state attempted to give new impetus to the establishment of an evaluation system for the country's educational staff with Presidential Decree 152/2013. In this, it is defined that the institution of the School Counselor acquires a central role in the whole effort, since his role as an evaluator of the pedagogical work of teachers is activated.
The present research effort focuses its interest in investigating the views of Primary Education School Counselors on the network of roles they serve in their daily work in connection with developments in the issue of teacher evaluation. Bringing the subject back to the educational agenda is a challenge for all parties involved. At the same time, it creates a number of questions about its individual aspects, such as the feasibility of the assessment and the real possibilities of the educational system to support assessment procedures in practice. In this context, the investigation of the opinions of School Counselors, an institution that is still searching for its identity, provides research data on an issue, in which the country has not been able to take steps forward in the last three and a half decades.
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