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
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 super-visory 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 Scho-larships Foundation''. In the two year train-ing 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 Univer-sity 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 autono-mous consultative body ``Pedagogical Insti-tute'' 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 Tea-cher's School of Primary Education'' (MDDE) and ``In-service Training College for Primary
School Personnel'' (SELDE) in 1972 and 1979 respectively. Another autonomous body, ``The Centre for Educational Studies and In-service Training'' (KEME), was established at the Ministry of Education to provide necessary guidance, supervision and exper-tise 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 De-cree, 177/1983, articles 1and 4). It also orga-nized 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 attend-ing any kind of trainattend-ing 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 curricu-lum. 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' The current issue and full text archive of this journal is available at
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Educational Management 13/4 [1999] 180±186
#MCB University Press [ISSN 0951-354X] 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 con-texts as well as the current situa-tion. The major purpose, however, is to investigate the views of directors and vice directors of ``regional in-service training cen-tres'' (PEK) about the different aspects of in-service training of primary school teachers. These include: the objectives and curri-cula of different in-service training programmes; the methodology of teaching and practice; the as-sessment criteria for trainee tea-chers; the criteria for the selection of trainees and trainers; the provi-sion of daily allowance for trainees and trainers; the organizational set-up; the financing and nature, duration and management and control of different training pro-grammes. The results showed that generally the respondents were satisfied with the existing situa-tion. The chi-square (w2) test demonstrated that position/rank and qualification had no signifi-cant impact on the opinions of directors and vice directors re-garding most of these aspects.
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 Train-ing Centres'' (Peripherika Epimorphotika Kendra/PEK) was established with the pur-pose 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 autho-rities 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 (Min-istry of Education 1988; 1991). With the establishment of 16 PEKs (Ministry of Edu-cation, 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 pro-grammes is up to four months, three months and 10-100 teaching hours respectively (Pre-sidential 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-ser-vice training programmes (Ministry of Edu-cation, 1995a,b,c,d). Under the recent organizational changes, a number of ``sub-regional 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 signifi-cantly 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 direc-tors have significant impact in formulat-ing 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 organiza-tions, mostly with the status of teachers or researchers.
The average response rate was 62.5 per cent. The flow of responses was more inten-sive (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 Muhammad Saeed
The in-service training of primary school teachers in Greece: views of directors and vice directors of PEK
regards experience, a remarkable majority of 83.3 per cent had a vast teaching and research experience of over 20 years. Thus the vari-able of experience was omitted from the study.
3.2 Instrumentation
A semi-structured questionnaire was devel-oped 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 com-prised three sections. Section I contained personal information such as age, sex, name of institution, post/position held, qualifica-tion and experience. In secqualifica-tion II, the opi-nions 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 open-ended questions and was designed to obtain the suggestions of respondents to improve the existing in-service teacher training sys-tem.
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 admi-nistered 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 dis-tribution and percentage. In order to deter-mine the significant difference in the opinions of the respondents by their posi-tion/rank and qualification, a chi-square test (w2) was employed (see Table I).
An average of about three-quarters major-ity 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 pro-spective primary teachers with the latest knowledge and teaching skills, development
of a scientific approach in the prospective primary teachers through the use of modern educational technology, and the co-ordina-tion 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 distribu-tion, however, showed that the highly edu-cated 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 cur-ricula 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 re-markable majority of about three-quarters of respondents were satisfied with the different curriculum development practices at their PEK. They had the opinion that the pro-grammes of study for the different in-service training programmes at their PEK coincided with the objectives. The curriculum devel-oped by the subject specialist teacher educa-tors was more research oriented than that followed at SELDE in the past. Due emphasis was levied on theoretical and practical com-ponents. 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 estab-lishing some ``sub-regional in-service train-ing centres'' (MOKSE) at a number of district headquarters throughout the country. The number of training programmes has sub-stantially been increased, and therefore, the teachers have found sufficient opportunities for attending the refresher courses of interest to them. About a two-thirds majority disfa-voured 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 quali-fication. 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 ma-jority 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
between theory and practice, and allocating more weight to the subjects on psycho-pedagogy, aesthetical and moral education, modern Greek language and literature, pub-lic 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 three-quarters were satisfied with the emphasis given to lecture method and laboratory work/seminars in the different in-service training programmes. Almost the same ma-jority showed its satisfaction with the provi-sion of guidance and counselling services available for the trainee teachers during different training courses at their PEK. Table I
A summary of chi-square results: comparison of opinions of directors and vice directors at PEK by their position and qualification
Sr. Position Qualification
no Aspect of in-service training w2values */**/NS w2values */**/NS
A Objectives
1 Development of personality of trainees 1.678 NS 0.619 NS
2 Familiarization with school life 0.852 NS 2.398 NS
3 Transfer of new knowledge and skills 0.170* NS 3.333* NS
4 Promotion of scientific approach 0.655* NS 0.159* NS
5 Co-relation of school's work with society 1.801 NS 6.882 *
B Curriculum/analytical programme
1 Compatibility with its objectives 0.015* NS 0.277* NS
2 More research oriented than SELDE 0.683* NS 0.967* NS
3 Promoting scientific approach in trainees 0.151* NS 2.143* NS
4 Due emphasis on the different lessons 0.368* NS 1.091 NS
5 Due emphasis on theory and practice 0.642 NS 3.476 NS
6 Increase in training courses under new set-up 0.170* NS 0* NS
C Methodology of teaching and practice
1 Availability of audio-visual aids 0.668 NS 1.222 NS
2 Proper use of available audio-visual aids 2.946 NS 1.352 NS
3 Due emphasis on lecture method 7.446 * 0.267 NS
4 Due emphasis on laboratory workshops 1.455 NS 1.344 NS
5 Removing teaching practice from period training 2.922 NS 2.861 NS 6 Interest of new teachers with school life 0.383* NS 0.240* NS 7 Guidance for trainee primary teachers 0.341* NS 1.428* NS
D Evaluation
1 Existing evaluation system for training courses 0.875 NS 1.434 NS
2 Introducing a test or an interview 2.313 NS 6.789 *
3 Asking trainers to submit a report 7.289 * 4.867 NS
E Other aspects
1 Criteria for selection of trainee teachers 1.763 NS 0.619 NS 2 Criteria for the appointment of trainers 2.187 NS 0.600* NS 3 Existing duration (8-10 weeks) of periodical training 0.224 NS 0.620 NS 4 Establishing sub-regional training centres 1.212 NS 0* NS 5 Class size (number of trainees in a class) 1.768* NS 0.166* NS 6 Proper training for the supervisory staff of primary schools 0.854 NS 0.392 NS 7 Interest of trainees in the training courses 3.523 NS 1.453 NS
8 Provision of training facilities 10.324 ** 1.267 NS
9 Annual allocation of budget 2.845 NS 2.677 NS
10 Daily allowance for trainers 2.212 NS 3.399 NS
11 Daily allowance for trainees 1.290 NS 1.682 NS
Notes:* = significant at P< 0.05; ** = highly significant atP< 0.01; NS = not significant; d.f. = 2, except values with star (*) that were measured at one degree of freedom
Muhammad Saeed
The in-service training of primary school teachers in Greece: views of directors and vice directors of PEK
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 com-pletely 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 ar-ranged 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 par-ticipant 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 pre-ceding items, when the directors and vice directors were asked whether the introduc-tion of a written or oral test might improve the assessment of trainee teachers and the training programmes as a whole, a remark-able 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 in-service training programme.
In order to further improve the evaluation of trainee teachers, a few gave the idea of pre-test and post-pre-test. According to them, the efficiency of the in-service training pro-grammes could be judged and hence im-proved by comparing the results of the pre-test and post-pre-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 low-qualified (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 propor-tions, 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 respon-dents except one were more or less satisfied with the existing situation. However, to further improve the situation a few respon-dents suggested having a choice of the best trainers.
As regards the existing number (20-30) of trainee primary school teachers in the class-room, all the directors and vice directors were more or less satisfied.
A remarkable majority of more than three-quarters 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 train-ing 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 (Na-tional Statistical Service of Greece, 1995), and those who got any kind of periodical in-service 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 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 sig-nificant 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 opi-nions 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 sug-gested that these should be made compul-sory. 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 in-service training programmes, the responses also varied significantly. The majority sug-gested a one-year duration for initial in-service training. Hence the respondents con-sidered 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 exist-ing eight to ten weeks duration of periodical service training. For the intensive in-service 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
school or school-based and distance in-service 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, recom-mended that pedagogical departments of the universities are the most appropriate insti-tutions 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 un-der 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 participa-tion 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 A majority suggested that
school-based and distance in-service training programmes should not be compulsory
Muhammad Saeed
The in-service training of primary school teachers in Greece: views of directors and vice directors of PEK
the different aspects of the existing set-up of in-service training of primary school tea-chers. They, however, have stressed the increase of funds, modern educational tech-nology and improving the assessment criter-ia 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 school-focused training and distance education.
References
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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 Educa-tion, 15th Session, 5-7 May 1987, p. 91.
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Ministry of Education (1995d),List of all PEK in Greece, Ministry of Education, Section D/ Secondary Education, Athens.
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Firenze, McColl, p. 100.
Saeed, M. (1997), ``The pre-service and in-service training of primary school teachers in Paki-stan and Greece: an empirical approach from comparative angle'', unpublished doctoral thesis, Department of Philosophy and Educa-tion, 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.
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 Muhammad Saeed
The in-service training of primary school teachers in Greece: views of directors and vice directors of PEK
