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Comparative Analysis of the Educational Systems of Greece and Cyprus and Evaluation of Teachers and their Work in Secondary Education

	International Journal of Scientific Research and Engineering Development (IJSRED)	Full Text:
	Published Issue : Volume-3 Issue-5
	Year of Publication : 2020
	Unique Identification Number : IJSRED-V3I5P80
	Authors :Palli-Papiri Margarita
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Abstract :

This research aims to compare the educational systems of Greece and Cyprus, both in terms of structure, organization and administration, as well as in terms of evaluating educators and their work. After performing a historical overview of the evolution of the educational systems of the two countries and presenting their overall organizational structure, the research focuses on the study of secondary education. Applying the principles of comparative education, this research highlights the similarities and differences between the two educational systems in terms of organizational and administrative structure, but also of the existing educational evaluation systems and their effectiveness.The two educational systems present many similarities both in their hierarchical structure and the distinct roles of central authority, school management and teachers, as well as in the organization of education at each individual level. Likewise, they apply common methods of evaluating teachers and their work, focusing on quantifiable traits and being based on the institution of the inspector. At the same time, an empirical quantitative study was performed, with the use of a questionnaire distributed to a sample of 500 teachers out of the total 5,463 secondary education teachers in Cyprus, regarding the evaluation of educators and their work. Participants acknowledged the potential value and contribution of evaluating educators and their work to the enhancement of supplied education and quality of their work, however they appeared reluctant to appraise the success of the current evaluation system, possibly due to the lack of information coming from official sources with respect to generic matters of evaluation in education and to their own assessment. They also had reservations about the role of the State and Academics in evaluating their work.