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The "School of Skills" is dominated by trends for developing innovative teaching practices by teachers, which accelerates the evaluation process, upgrades the quality of the learning provided, and complies with the new, scientific data. However, the institutionalization of the evaluation of the educational project was and continues to be a focus of intense confrontation between the educational leadership and part of the educational community. The purpose of this study is to highlight the needs and priorities of teachers in the direction of upgrading their educational work, to map their opinions and attitudes regarding the evaluation of the educational work, and to capture the challenges created by the inclusion of the evaluation of the educational project in the learning process. It is a three-stage mixed methods research design, carried out in elementary schools in the prefecture of Kavala, during which quantitative and qualitative research data were collected. In the first stage, a questionnaire with a high index of consistency and coherence was sent in electronic form to teachers in the prefecture (Katoleon, 2022). In the next stage, with the interview technique of open-ended semi-structured questions, 15 teachers, permanent and substitute, expressed their opinions without restrictions. In the last stage, the procedures for archiving and maintaining the assessment forms in evaluative fields A1, A2, and B were noted, as described by 5 principals of multi-seat primary schools. Teachers seem to accept both the value of assessment and its usefulness, so they indicated the intention to participate in the process. Hesitation, however, was noted regarding the procedures included in the existing evaluation system.
Manouilidou et al. (Wed,) studied this question.