Καταπολέμηση της γραφειοκρατίας στη Δευτεροβάθμια Εκπαίδευση μέσω της χρήσης Πληροφοριακών Συστημάτων: Η οπτική των Καθηγητών-τριών και των Διευθυντών-ντριών

Fighting bureaucracy in Greek public secondary education by means of Information Technology tools: The Teachers and Principals point of view. (Αγγλική)

  1. MSc thesis
  2. Μαλακούδης, Γεώργιος
  3. Διοίκηση Επιχειρήσεων (MBA)
  4. 07 Σεπτεμβρίου 2019 [2019-09-07]
  5. Αγγλικά
  6. 128
  7. Γκαγιαλής, Σωτήριος
  8. Γκαγιαλής, Σωτήριος | Αργυροπούλου, Μαρία
  9. Greek public secondary education | Education | ICT tools
  10. 2
  11. 10
  12. 37
  13. Figure 2 1: Pyramid of Organization levels in conjunction with type of decisions that must be supported by ISs, from (Kimble, 2005) 6 Figure 2 2: Pyramid of Organization levels in conjunction with type of data and Information ISs process, from (Kimble, 2005) 7 Figure 2 3: Pyramid of Organization levels according to people supported by ISs, from (Kimble, 2005) 7 Figure 2 4: Components of ISs 10 Figure 2 5: Moore’s law, from (Kurzweil, 2005) 11 Figure 2 6: User’s utilization of hardware through layers of Software, from (Bourgeois, 2014) 13 Figure 2 7: Utilization of networks in an organization, from (Bourgeois, 2014) 14 Figure 2 8: Worldwide Web access, from (Feldman, 2018) 15 Figure 2 9: Knowledge spectrum, from (Debons, Horne, & Cronenweth, 1988) 16 Figure 2 10: ICT Hierarchy, from (Zuppo, 2012) 20 Figure 2 11: Greece’s position on the EU digital map, from (Ministry of Digital Policy, Telecommunications and Media, General Secretariat for Digital Policy, 2016) 23 Figure 3 1: Organization chart of Greek Ministry of Education, (Ministry of Education, Research and Religions, 2018) 29 Figure 3 2: Greek Education system, from (Greece - Structure of the National Education System, 2018) 30 Figure 3 3: Primary and Secondary Education Organization chart, (Ministry of Education, Research and Religions, 2018) 31 Figure 3 4: Total General Government expenditure on education as a percentage of GDP 2013-2017, from (Greek Statistical Authority, 2019) 36 Figure 3 5: Euro area countries: Total General Government expenditure on Education as a percentage of GDP 2017, from (Greek Statistical Authority, 2019) 36 Figure 3 6: Composition of Greek Teachers by Gender in Secondary Public Education 37 Figure 3 7: Distribution of Greek teaching personnel by Gender per Greek Secondary Public types of schools (2017) 38 Figure 5 1: Sample composition by Gender 47 Figure 5 2: Sample composition by Gender and Age group 48 Figure 5 3: Teachers’ scientific specializations frequencies 49 Figure 5 4: Sample percentages by years of service 50 Figure 5 5: Sample Composition by years of service and age group 50 Figure 5 6: Sample percentages by academic degrees 51 Figure 5 7: Composition of sample by academic degrees and age group 51 Figure 5 8: Sample percentages by position in schools administration 52 Figure 5 9: Composition of sample by position in schools administration and age group 52 Figure 5 10: Sample percentages according to schools secretarial support 53 Figure 5 11: Sample percentages according to schools students number 53 Figure 5 12: Sample percentages according to computer skills self-evaluation 54 Figure 5 13: Sample percentages according to computer skills certification 55 Figure 5 14: General use of ICT tools, percentages of Applications/ICT tools being used by teachers 56 Figure 5 15: Diverging bars diagram for percentages of purposes using Applications – ICT tools 58 Figure 5 16: Diverging bars diagram of percentages - other information with regard to using Applications / ICT tools 59 Figure 5 17: Diverging bars diagram of percentages - Use of ICT tools for Administrative/ Secretarial/ Bureaucratic duties 62 Figure 5 18: Diverging bars diagram of percentages - Use of ICT tools for educational purposes 65 Figure 5 19: Diverging bars diagram of percentages – Ways to improve penetration and adoption of ICT in schools 68 Figure 6 1: Section’s 2 responses - positive versus negative percentages 81 Figure 6 2: Section’s 3 responses - positive versus negative percentages for mainly agree answers 82 Figure 6 3: Section’s 3 responses - positive versus negative percentages for mainly disagree answers 83 Figure 6 4: Section’s 4 responses - positive versus negative percentages for mainly agree answers 84 Figure 6 5: Section’s 5 responses - positive versus negative percentages for mainly agree answers 85 Table 3 1: Teaching hours per week for Headmasters/Headmistresses in Greek Secondary Education 32 Table 3 2: Teachers scientific specializations in Secondary Education 34 Table 3 3: Weekly teaching hours depending on the type of scientific specialization branch 34 Table 3 4: Composition of Greek Teachers by Gender in Secondary Public Education 37 Table 3 5: ICT tools used for administrative and secretarial purposes in Greek schools 41 Table 3 6: ICT tools used for educational purposes in Greek schools 41 Table 4 1: Structure of questionnaire 43 Table 4 2: Questionnaire’s Target population 44 Table 4 3: Final Sample of survey 45 Table 5 1: Sample’s gender frequencies and percentages 47 Table 5 2: Sample Composition by Gender and Age group 47 Table 5 3: Teachers’ scientific specialization frequencies and percentages 49 Table 5 4: Sample frequencies and percentages by years of service and age group 50 Table 5 5: Sample frequencies and percentages by academic degrees and age group 51 Table 5 6: Sample frequencies and percentages by position in schools administration and age group 52 Table 5 7: Sample frequencies and percentages according to schools secretarial support 53 Table 5 8: Sample frequencies and percentages according to schools students number 53 Table 5 9: Sample frequencies according to schools secretarial support and size 53 Table 5 10: Sample frequencies and percentages according to computer skills self-evaluation 54 Table 5 11: Sample frequencies and percentages computer skills certification 55 Table 5 12: General use of ICT tools, frequencies and percentages of Applications/ICT tools being used by teachers 57 Table 5 13: Frequencies and percentages of purposes using Applications – ICT tools 58 Table 5 14: Frequencies and percentages for other information with regard to using Applications / ICT tools 60 Table 5 15: Frequencies and percentages - Use of ICT tools for Administrative/ Secretarial/ Bureaucratic duties 63 Table 5 16: Frequencies and percentages - Use of ICT tools for Educational purposes 66 Table 5 17: Frequencies and percentages - Ways to improve penetration and adoption of ICT in schools 69 Table 5 18: Respondents proposals for ways to improve penetration and adoption of ICT in schools 70 Table 5 19: Spearman correlation matrix for questions from Sections 2 and 3 of questionnaire for respondents that have been participating in schools’ management teams 71 Table 5 20: Spearman correlation matrix for questions from Sections 2 and 3 of questionnaire for respondents that have never been in schools’ management teams 75 Table 5 21: Spearman correlation matrix for questions from Sections 3 and 4 of questionnaire 78
    • Η δευτεροβάθμια εκπαίδευση στην Ελλάδα βασίζεται εκτεταμένα σε ένα γραφειοκρατικό πλαίσιο όπως αυτό διαμορφώνεται από την πολλές φορές παρωχημένη, πολύπλοκη και αλληλοσυγκρουόμενη νομοθεσία, με αποτέλεσμα η καθημερινότητα των Διευθυντών και Καθηγητών Μέση Εκπαίδευσης να γίνεται πολλές φορές αρκετά δύσκολη, εφόσον έχουν την υποχρέωση να διεκπεραιώσουν μεγάλο αριθμό οργανωτικών, διοικητικών και λειτουργικών εργασιών παράλληλα με τα εκπαιδευτικά τους καθήκοντα και σε συνδυασμό με το γεγονός ότι υπάρχει απόλυτη έλλειψη προσωπικού γραμματειακής υποστήριξης στα ελληνικά σχολεία. Ειδικά την τελευταία δεκαετία, το Υπουργείο Παιδείας συντεταγμένα και επίμονα στοχεύει στον ηλεκτρονικό μετασχηματισμό πολλών γραφειοκρατικών διαδικασιών ώστε να εξυπηρετούνται και να διεκπεραιώνονται ηλεκτρονικά με την ενεργό συμμετοχή των Διευθυντών και εκπαιδευτικών, μέσω πολλών σε αριθμό εργαλείων Τεχνολογίας Υπολογιστών και Επικοινωνιών και Πληροφοριακών συστημάτων. Η παρούσα εργασία περιγράφει την κατάσταση στα ελληνικά δημόσια σχολεία της Δευτεροβάθμιας Εκπαίδευσης όπως έχει σήμερα – νόμοι, διαδικασίες και ψηφιακά εργαλεία που χρησιμοποιούνται και μέσω ποσοτικής έρευνας που διεξήχθη σε δείγμα 136 ενεργών εκπαιδευτικών της Μέσης Εκπαίδευσης αναλύει α) την ικανότητα των ομάδων διοίκησης και των εκπαιδευτικών των σχολείων να ανταποκριθούν στη διεκπεραίωση των εργασιών τους με ηλεκτρονικά μέσα, β) τον βαθμό που αυτό επηρεάζει την άσκηση των εκπαιδευτικών τους καθηκόντων και γ) την αποτελεσματικότητα των ψηφιακών εργαλείων που χρησιμοποιούνται. Τα αποτελέσματα της έρευνας υποδεικνύουν ότι οι Έλληνες καθηγητές Δευτεροβάθμιας Εκπαίδευσης είναι ικανοί και έτοιμοι να χρησιμοποιήσουν αποδοτικά όλα αυτά τα ηλεκτρονικά εργαλεία ώστε να μειωθεί δραστικά η γραφειοκρατία στα ελληνικά σχολεία και να έχουν έτσι τη δυνατότητα να αφοσιωθούν στα κύρια εκπαιδευτικά και καθηγητικά τους καθήκοντα. Παρόλα αυτά, τα ευρήματα της έρευνας επίσης υποδεικνύουν ότι απαιτείται βελτίωση των μεθόδων και των διαδικασιών που χρησιμοποιούνται και για αυτό το λόγο, προτάσεις κλειδιά εκθέτονται στο τέλος της εργασίας.
    • Greek secondary education is based on an excessively bureaucratic framework formed by in many circumstances outdated, complex and obscure legislation, making everyday life for Greek public school's Principals and Teachers really hard as they have to accomplish numerous organizational, administrative and operational procedures in parallel with their main teaching duty and in conjunction with the total absence of supporting secretarial personnel. Especially in the last decade, the Greek Ministry of Education has persistently been aiming to transform a lot of paperwork procedures into electronic served ones by means of numerous, highly dispersed Information Technology tools with the active participation of school Administration teams and teaching personnel. This dissertation tries to provide an instance of reality of Greek Secondary Education public school units from the point of view of the real protagonists, that is the Greek teachers who struggle every day for their students and their schools under, the most of times, unfavorable conditions and unfortunately their services are often underestimated from Greek society. This is accomplished with a review of current situation in Greek secondary public schools - laws, procedures and current information technology tools used and by means of quantitative research on a sample of 136 active secondary Education teachers’ analysis a) of the ability of the administration and teaching personnel to perform the electronic procedures required by the state, b) if such tasks distract them from their main teaching duty and c) of the efficiency of the current information tools used. Outcomes of survey suggest that Greek teachers have the potential and the mentality of using efficiently all these electronic tools resulting into drastic bureaucracy reduction in Greek secondary schools and therefore having the ability to be more focused on their main educational and teaching duty. Nevertheless, research results also suggest that improvement of methods and procedures is needed and thus, key suggestions are proposed in last part of dissertation.
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