Οι καινοτόμες εκπαιδευτικές προσεγγίσεις και ο ρόλος των διευθυντικών στελεχών των σχολικών μονάδων της τυπικής εκπαίδευσης
A prerequisite for today's education to be effective is to adapt the education sector to today's social and technological requirements. It is therefore necessary to achieve the effectiveness of the education provided, the introduction, implementation and evaluation of educational innovations. The role of school administrators in formal education in this whole endeavor is catalytic because they play the role of facilitator but also of the role of the facilitator in any efforts of teachers who want to introduce innovative actions in the school unit. The design and implementation of innovative programs by principals pushes for the redefinition of school goals and the adaptation of school units to social challenges. The introduction of new technologies and their utilization to the maximum extent by those interested in the adoption of new methods and learning techniques and the continuous training of teachers help in the introduction and implementation of innovative programs with the ultimate goal of upgrading the school unit. Otherwise, the obsession with educational methods and techniques that are considered obsolete on the one hand are not in line with today's social reality and on the other hand create a maximum gap between the educational sector and the social fabric. Innovation is defined as any act that introduces and implements new ideas in the educational space in three contexts, in the context of the introduction of new technologies, in the context of the implementation of new teaching methods and techniques, in the context of differentiating perceptions and positions of teaching staff. (Fullan, 1991). In the present work, an attempt is made to highlight the recording but also to highlight the importance of the role of school principals and teaching staff in the introduction of the implementation and evaluation of innovative programs.