I teach; therefore, I lead: teacher leadership and teacher evaluation to enhance the effectiveness of Greek primary schools

<p dir="ltr">This research investigates teachers' perceptions of teacher leadership and teacher evaluation. This research also examines the connection between teacher evaluation and teacher leadership in a context of distributed leadership, based on the "Critical Pedagogy" model, suggesting that teachers should be committed to emancipatory educational practices rather than simple transmission of skills and knowledge. Hence, this study draws on a wide range of research literature to explore the available empirical data on teacher leadership and evaluation. In a mixed-methods approach, an exploratory sequential mixed-methods design is selected. The sample of participants consists of 372 primary school teachers and headteachers of an urban area in Greece. Based on specific criteria, fifteen volunteers were selected among the respondents to participate in semi-structured interviews. Results were analysed using descriptive and inferential statistics as well as thematic and discourse analysis before being presented in a comprehensive interpretation. The research shows that the participants' views on teacher leadership inform their views on teacher evaluation. Most teachers participating in the study believe that primary education teachers act as leaders in their educational community. Most respondents are favourably disposed towards teacher evaluation. The factors of age, work status (headteachers, deputy headteachers, permanent or substitute teachers), and years of service in the same school affect teachers` perceptions of teacher leadership. The themes of time, trust and training are linked with teacher leadership and evaluation. This research provides empirical evidence about the potential of teacher leadership and explores a new model of teacher evaluation linked to the role of teacher leaders. Additionally, the study provides insight into teachers` perceptions of an optimum evaluation model, the Teacher Leadership for Teacher Evaluation Model, designed to help teachers improve their professional practice and contribute to school effectiveness. Ultimately, this research brings together the ideas of critical pedagogy and distributed leadership models, indicating that they are compatible educational approaches leading to school effectiveness by empowering teachers to act as leaders in their schools and take ownership of their evaluation.</p>