Eureka! Institutional Repository

In the present work, an attempt is made to explore the role of the principal of a school unit in shaping a culture of change. The culture of change will be a dynamic and continuous process of development, which involves the reorganization of the school unit, in order to meet modern needs and requirements. The first part clarifies the terms management of education and school leadership. Through the brief presentation of management styles and school supervision models, the multiplicity of the school principal's role and work along with his potential is highlighted in the centralistic Greek educational system in order to shape a culture of change with the assistance of the teachers association, of the parents/guardians association, the students and the local authorities. The second part presents the research of this work with the method of qualitative analysis. Sampling was purposive and the data were extracted via semi-structured interviews from fourteen principals in general and vocational schools of secondary education. The main conclusions are the following: The roles of the teachers’ association and the relationships between its members and the principal, the positive climate among them, their common goals, and the promotion of innovative ideas have a positive effect on the formation of a culture of change. The teachers' association is like a core at school. Without its participation, any change cannot have positive results. But, the most important factor in shaping a culture of change in school units is the principal himself/herself, who must have a vision, communication skills and be defined by cooperation. The main factors that make it difficult to formulate a culture of change are resistance to change, lack of support for educational work, and indifference. The ministry's educational policy has a negative effect on shaping a culture of change. The association of parents/guardians is one of the pillars of the school community. Its role in shaping a culture of change is multifaceted. The school unit is in a dialectical relationship with the local community, in a way they are the reflection of each other, and the way society treats a school affects its culture.