Investigating the implementation of the institution of self-evaluation in public primary schools

The purpose of the article is to present the results of the investigation of the factors that determined the participatory or rejectionist attitude of teachers in the Self-Evaluation of their School Unit (SEU) in the first year of implementation of the institution (Law 4692/2020) in public primary schools in the country. This is a qualitative study with a sample of 12 teachers who refused the process and 8 teachers who actively participated in the SEU process in Primary Education.The results reveal the factors that determined the attitude of the teachers in the sample towards educational change, their sources of information as well as a rhetoric of misunderstandings largely determined by the 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 at the school level are presented as decisive for the introduction of innovation.