Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

George N. Vozaitis, Amalia A. Ifanti


This empirical study investigates the contribution of Secondary Education School Advisors to the professional development of teachers at the same level. For this purpose, 34 Secondary Education School Advisors of the Regional Directorate of Primary and Secondary Education of Western Greece were interviewed. Semi-structured interviews were employed aiming to explore the School Advisors’ contribution to the professional development of teachers. Data analysis revealed that, although the School Advisors attached great importance to their role in the professional development of teachers, they quoted the various problems that have been linked to their role over time and indicated the requirements for the progress and further development of the institution in the future.

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Journal of Public Administration and Governance  ISSN 2161-7104

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