Eureka! Institutional Repository

The issue of evaluation in public education has been the subject of many debates and consultations for many years. A number of laws and decrees have been passed on the evaluation and the way it will be done in the public school. Evaluation feedbacks each system to get better and higher returns. If we look at education as a system that accepts inputs that it transforms them through the educational process into outflows, the great importance of assessing each stage will be perceived in order to achieve the best possible result. An integral part of the educational process must be teacher evaluation, which is the most important factor in achieving learning. Their education and training possess a key role in the successful realization of teaching, provoking and maintaining students' interest in the search for knowledge and learning. It is necessary to ensure that competent and worthy teachers are in place in order to have the best pedagogical outcome. This research has attempted to capture the views of teachers appointed to public school about their evaluation. The sample consists of 211 teachers who are appointed to schools in the prefecture of Thessaloniki. The purpose of the research was to identify the general concerns of the appointed teachers for the much-discussed evaluation and to identify the problems that exist, how teachers consider it to be accomplished and with what the evaluation should relate so as to be satisfied. Research has shown that teachers consider their evaluation as acceptable only if it is objective, reliable and linked to all areas of the educational process and the education system in general. They also showed their concern about the committee that will evaluate them and the linking of the result with the assurance of maintaining their position.