Eureka! Institutional Repository

This study examines the degree of innovation of Greek primary schools that implement innovative interdisciplinary, European and new technology programs. The research focused on studying the organizational conditions of the schools, as perceived by the teachers (Teachers, Specialty Teachers and Principals) who successfully participated in them. These programs are integrated into educational policy that fosters the development of innovative actions as a key element of an effective, quality education provision. At the same time, the degree of innovation of the schools that applied for the third year the techniques of Pedagogical Frenzy was studied. This innovation is unique in that it was launched as a private teacher initiative and later reinforced with the approval of the Educational Policy Institute. It is implemented in some prefectures of Greece. Innovative actions resulting from the personal initiative of teachers are proving to be more successful than those imposed by government policies, which may encounter the refusal or lack of understanding of the final recipients of their implementation, that is, the teachers themselves, therefore do not receive the necessary recognition. Studying the degree of innovation of a school unit can give significant results to the way teachers perceive their schools and can be a tool for leaders interested in fostering innovation by helping their managers (principals) make actions necessary to overcome their obstacles. Comparing the degrees of innovation between the Greek schools that apply the Freinet innovation and those with the other Innovations, can give interesting results on the organizational conditions of the school units. The role of teachers is highlighted by taking a personal initiative for innovative action based on an alternative form of pedagogy. Finally, there is the potential for further study of the potential for sustainability and transferability of an innovation based solely on its teachers' initiative.