Προσόντα Στελεχών Εκπαίδευσης, Αξιολόγηση και Αποτελεσματικότητα: Μια ανασκόπηση Διεθνούς και Ελληνικής Βιβλιογραφίας για τους Διευθυντές Σχολικών Μονάδων.

Abstract

This article presents a systematic review of international and Greek research on the relationship between the qualifications of educational leaders—particularly school principals—and their evaluation or effectiveness. Educational leadership is internationally recognized as a decisive factor in school effectiveness; understanding how principals’ qualifications relate to performance indicators is crucial for evidence-based policies on selection, training, and evaluation. Searches were conducted in Scopus, Web of Science, and Google Scholar, as well as Greek repositories (EKT, Diadaktorika.gr, institutional). We included empirical studies investigating associations between principals’ academic, professional, and administrative qualifications and outcomes such as student achievement, evaluation results, and school climate. International findings indicate that qualitative administrative experience, service in high-performing schools, targeted leadership training, and professional networking are consistent predictors of effective school management, whereas higher degrees and licensure tests (e.g., SLLA) show weak or non-significant predictive value. Greek studies are mainly qualitative or survey-based, capturing perceptions of effective leadership without empirical linkage between qualifications and performance. The comparison highlights the evidence gap in Greece and the need for a national data infrastructure and a transparent framework for evaluating educational leaders, leveraging provisions of Law 4823/2021.