Αποτελεσματικά στυλ ηγεσίας και διαπολιτισμική εκπαίδευση : διερευνώντας αντιλήψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης
KeywordsΣτυλ σχολικής ηγεσίας ; Διαπολιτισμική εκπαίδευση ; Αντιλήψεις εκπαιδευτικού ; Πρωτοβάθμια εκπαίδευση ; Παιδαγωγικές πρακτικές ; Αυτοαποτελεσματικότητα εκπαιδευτικού
The massive immigrants and refugees’ flow in the Greek educational system altered classrooms, which now, to a great extent, consist of multicultural students. Due to this reality, intercultural education emerged as a necessity to create a diverse school culture. School principal and teachers play a significant role in this direction. The main purpose of this study is to investigate the effects of different school leadership styles on teachers' attitudes about intercultural education. Additional research aim is the analysis of the way teachers' intercultural attitudes impact their pedagogical practices and intercultural self-efficacy. We also explore the relationship between such practices and teacher's self-efficacy regarding intercultural education. A quantitative survey was carried out through the collection of questionnaires from 116 elementary school teachers from Athens and Patra. The results showed that Transformational Leadership Style has a positive and strong effect on teacher intercultural understanding, while Transactional Style has a positive but weaker effect. However, no significant relationship was evident between Passive-Avoidant Leadership Style and opinions. Furthermore, intercultural perspectives of educators strongly affected their multicultural pedagogical practices and self-efficacy. Finally, it was found that teacher's self-efficacy about intercultural education significantly depends on multicultural pedagogical practices. These findings highlight the need for further discussion about multicultural issues and education provided to ethnic minorities. In more detail, it is deemed necessary to promote relevant professional training programs for school principals and teachers, in order to enhance their awareness about intercultural practices and cultural diversity.