Eureka! Institutional Repository

The present study refers to the participation of the Teachers' Association in the decision-making process for administrative and teaching issues of the primary school unit. The purpose of the research is to establish whether the Teachers' Association, as an institutionalized institution, implements its key decision-making competencies if teachers wish to strengthen the decisive competences of the Teachers' Association and, finally, if the Teachers' Association has the required knowledge and skills to determine autonomously the functioning of the school at the teaching and administrative level. For this purpose, a quantitative survey was carried out on 255 teachers from elementary primary schools in the municipality of Kassandra and Propontide in the prefecture of Chalkidiki. The data collection was done with a questionnaire of closed question type, and the results are analyzed in SPSS 13 with frequency tables, relevance, x²-Pearson criteria and graphs. The results showed that the teachers' clubs are planning, monitoring and reforming them at a relatively satisfactory level. However, the assessment of the results to be carried out at the end of the year is not done with the necessary proficiency. Teachers carry out basic competence in programming, such as assigning lessons and how to complete teaching hours. The majority of teachers believe that the Teachers Association's contribution to decision-making on teaching issues is important and wishes the Teachers Association to be strengthened with more competencies. The majority of teachers participate in decision-making on issues related to the administrative operation of the school and wishes to strengthen the club's competences in administrative matters that are up to now within the Ministry. The majority of clubs do not seem to value teacher’s training needs or make decisions to meet them; in fact, they associate inadequate training activities with lack of skills and knowledge in teaching and administrative decision-making.