Factors that determined the participation of kindergarten teachers in Self-Evaluation

The purpose of the article is to present the results of the investigation of the factors that determined the participative or dismissive attitude of Kindergarten teachers in their School Self-Evaluation the first year of implementation of the institution (Law 4692/2020) in the public primary schools of the country. This is a qualitative research with a sample of 17 teachers. The results reveal the factors that determined the attitude of the teachers of the sample to educational change, their sources of information as well as a rhetoric of misconceptions largely determined by trade union bodies in combination with the complete absence of scientific information from official bodies of the Ministry of Education. The role of the school principal and his training in strategic planning techniques is shown to be decisive for the introduction and implementation of innovation.