Eureka! Institutional Repository

The first Music School was founded in Greece in 1988 with the aim of training young people wishing to follow the professional music direction. Since then the function of these organizations has faced a multitude of administrative problems involving the central ministry, the director and the teaching staff. The collaboration between teachers and principals of Music Schools, as well as between teachers and the central bureau of the ministry, is a key factor in the effectiveness of both organizations and music schools. Research has shown that the establishment of and the development of collaborative bonds has a positive, integral effect on supporting and improving educational and communication bonds between the educational staff and the administration thus assisting the emotional development of the students and the educational process as a whole. Main target of the present study is the investigation of the mindsets and relations of both teachers and principals of organizations with the central bureau of the Ministry of Education, with the Art Committee of Music and Art Schools and with respect to upholding current law regarding music schools. The effect of these mindsets and relations to the overall effectiveness of the organizations will also be examined. The present study takes place in 29 music schools in Greece, which have all grades of secondary school and high school. Analysis of the results shows that principals and Art Committees of Music Schools, following the existing legal framework, determine the appointments of substitute teachers. The lacking design of the organization and operation of Music Schools and the existence of multiple disciplines on the subject of music have had consequences in the collaboration of music teachers, as well as on the normal and effective operation of Music Schools.