Management in the Public Sector in Greece: the Case of the Ministry of Education

Abstract

This article discusses the influence of social and economic factors on the management of the public sector in Greece, and particularly in the Ministry of Education. To be effective in promoting social and economic development, public administration has to be ahead of the general level of development of the country. It requires the political will of the Government, rational policy, financial support and the effective motivatation and development of employees throughout the public sector. The author works for the Ministry of Education in Greece.

The role of the principal’s emotional intelligence in primary education leadership

“…The emotionally intelligent leaders aim at developing human capital, by supporting their subordinates through encouragement, as well as leading them and safeguarding the working environment that will allow them to go beyond their powers (Boyatzis and Oosten, 2002; Cartwright and Pappas, 2007; Saitis, 2008). Owing to the fact that one does only what he/she is really interested in, the leader, who is driven by emotional intelligence principles, stimulates his/her colleagues’ interest in the duties they execute, motivating and activating them towards the achievement of a common vision and goal (Brinia, 2008b: 41), and also facilitates stronger identification and emotional ties with staff (Clarke and Mahadi, 2011).…”

The Effect of the School Internal Environment of Secondary Education on Daily Work of Teaching Staff: A Systemic Approach

“…The location of the school unit, as a living organism, is a matter which is related to factors such as social, economic and spatial structure of a region (the transportation network which serves teachers and students, the distance from the centre of a region, the place (location) of school building's installation (Kouri, 1999;Pucher & Dijkstra, 2003). Indeed it has been observed thanks to researches that in areas with low social and economic level more problems are manifested in the function of school units than in a school in an upgraded, better and socially homogeneous area (Saitis, 2008). Finally, various physical factors, such as cold, heat, noise and poor yard impact negatively on teachers' and students' health and consequently on their performance (Buckley, Schneider & Shang, 2005;Saitis, 2008;Schneider, 2003;Uline & Tschannen-Moran, 2008).…”

“…Indeed it has been observed thanks to researches that in areas with low social and economic level more problems are manifested in the function of school units than in a school in an upgraded, better and socially homogeneous area (Saitis, 2008). Finally, various physical factors, such as cold, heat, noise and poor yard impact negatively on teachers' and students' health and consequently on their performance (Buckley, Schneider & Shang, 2005;Saitis, 2008;Schneider, 2003;Uline & Tschannen-Moran, 2008).…”

“…The decisionmaking process and the existence of a positive climate that is created and maintained, first of all, by the Principal, is associated with its effectiveness (Berry, Smylie & Fuller, 2008;Coleman & Collinge, 1991;Saitis, 2008). The skillful leadership is a key factor which explains the successful changes (Hallinger, 2003;Supovitz & Turner, 2000).…”

“…The nature of the lessons and the technological equipment affect the quality of teaching and of course, the teachers' effectiveness and create a positive environment in the classroom, which in turn has a beneficial effect on teachers and learners (Saitis, 2008). Nowadays, the teacher has many opportunities using the PC and the Internet to create a new climate in the classroom that does not leave unaffected both himself and the student by removing them from the monotony and boredom (Jenkins, Clinton, Purushotma, Robison & Weigel, 2009).…”