Aim: To know whether the legal and institutional framework of the educational structure and operation, therefore of the school leadership as follows, is properly formed in Greek educational system and what the model of distributed leadership plays in the Greek educational context. Results: The organization of Greek formal education is based on the bureaucratic system. This centralized system of school organization leaves little room for action and initiative for principals and, consequently, for teachers. It is important that the personal vision of the principals is transmitted to the other members of the school, in possible sources of leadership, as a factor of change and inspiration for all, overcoming the abovementioned bureaucratic system but also for the system itself to change and become more diverse and flexible. Conclusion: In our opinion the detachment from the traditional, hierarchical forms of leadership and the transition to the division of responsibilities and the decentralization of power is imperative. Despite the typical structure of any education system, we believe that schools maintain some degree of autonomy that they can use to create a power distribution network, even informally.

The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.

Αim: To investigate whether and to what extent students attending small rural primary schools are "disadvantaged" compared to students attending urban schools as well as what are the differences in their performance and consistency in their attendance in the 1st  grade of secondary school (gymnasium). Methodology: we chose for our research the quantitative research approach, to study a large number of cases and analyze statistically the research data. More specifically, the choice of the sample which included all the students who studied in the secondary schools of the Prefecture of Arta and specifically in the 1st grade, after collecting their report cards , was considered more reliable. The sample of the research, therefore, consists of 364 students who used to study during the school year 2012-2013 in the prefecture of Arta in the 1st grade of secondary school (gymnasium) and was made by simple random sampling. Results: As evidenced by the research findings, students who attended urban primary schools, achieve better performance in the first class of secondary school. In particular their average grade of achievement is higher especially in Mathematics and Modern Greek Language & Literature where they achieve also higher grades. However, as far as Science classes are concerned, no difference in grades is observed. Finally, regarding the continuous attendance of students, those who attended small primary schools had more absences during the school year. Conclusion: The results of the research show a number of differences in the performance of students who have previously attended urban and rural primary schools, with those of urban schools being superior. However, the factors that constitute an obstacle to the proper and smooth operation of a rural school are numerous and also, the advantages of a rural school are difficult to be measured quantitatively.