(Deaf School of Panorama Thessalonikis, Greece)

Abstract: The evaluation of school units is particularly important, as it improves the performance and development of teachers and education in general and as a function affects the school climate in the school community. However, despite its importance, it has been a field of intense controversy in Greece, among the actors involved in education. The purpose of this thesis is the study, research and analytical presentation of the perceptions and attitudes of Greek teachers regarding the evaluation of educational units. Over a period of two months in 2023, the method involved quantitative analysis of data from the use of a questionnaire as a research tool and the sample consisted of 107 primary and secondary school teachers. Once collected, the data was statistically analyzed using SPSS. The results showed that teachers’ willingness to have evaluation was generally expressed, but there were no positive perceptions of evaluation and it was believed that more problems can be caused by it than benefits, due to the fact that it cannot be conducted in an objective and non-discriminatory way. In addition, it was found that teachers want an active role in the evaluation process and that they place particular emphasis on their training on it, as a prerequisite for its conduct. Thus, it is imperative to train and inform teachers about evaluation and as institutional support of the school climate, actions to carry out fair and objective evaluation, the training of evaluators and the active participation of teachers in it, both in its design and implementation. Still, practical testing of the assessment can highlight strengths and weaknesses of it. Further emphasis on future research on the role played by socio-demographic factors, views on school unit evaluation and education in general, as well as the search for new perspectives on its influence on school climate, can highlight findings found in the bibliogue.