Volume 10 | Issue 2 | 2022

Abstract

School performance is both a multidimensional and complex context, since it employs different definitions. The results of many researches in international and domestic level conducted in a variety of educational backgrounds have proven that it is related to extracurricular and educational factors. In the present research is explored by means of a questionnaire to what point the educational staff, serving at schools in mountainous areas of the Prefecture of Ilia acknowledge that their perceptions about the factors that affect school performance influence the way they choose their teaching practices and shape their attitudes towards students. From the results of the research derives that teachers take up that school performance is influenced by socio-economic, cultural and geographical factors. Research teachers do not correlate performance with students' innate individual intelligence-wittiness which consider that it could be improved as long as teachers put accordingly some effort to it. Their belief is that the positive or negative opinion they nurture for the students' performance effect accordingly, in positive or negative way, their performance in school. They are convinced that the Curricula affect school performance, since they do not take into account the learning abilities of students and believe that school performance is not meritoriously monitored and valued by the education system. They express the hope that weak students could improve their performance given the teachers choose appropriate supportive practices.

Full text: pdfTeachers’ views on school performance and their role in the teaching approach and in their relationships with students. The case of mountainous and secondary schoolsin the Prefecture of Ilia 559 KB