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Advocates for education reforms frequently call for policies to increase school efficiency performance. The Greek educational system has undergone several reforms while the recent financial crisis alters significantly. Using a unique dataset this study attempts to shed light on 643 Greek secondary education schools’ efficiency performance, over the period 2000–2017, and to perform an investigation of the efficiency determinants in a multilevel framework. Results reveal that there is substantial room for improvements especially for specific Greek NUTS2 regions while the adopted reforms seem to have a very low effect. Our findings also denote a favourable effect for physics, science laboratories, and class size and a significant negative effect for the variable of student per class. In addition, at a second level the gross domestic product per capita of the NUTS2 region that each school belongs positively affects its efficiency performance.

In this paper we use the additive efficiency decomposition approach in two-stage data envelopment analysis. Initially, we evaluate the variable returns to scale version and face a structural difficulty of the model. In an extreme case, weights ξ 1 or ξ 2 , which represent the relative importance of the performance of the first and second stages, respectively, become zero for a number of decision making units (DMUs). As a result, individual stage efficiencies for these DMUs are undefined. We propose a weight assurance region model to restrict ξ 1 and ξ 2 , which ensures that both weights are always positive, and therefore individual stage efficiency is always defined. Furthermore, the proposed model is appropriate for policy making in the presence of a priori information about the relative importance of each stage in the overall process. We employ the new model to evaluate the efficiency of secondary education in 65 countries and construct an overall 'school efficiency' index. In the first stage we measure the 'learning environment efficiency' and in the second we measure the 'student's performance efficiency'.

Problem statement : There is an extensive amount of evidence regarding the role of school principals through the perceptions of teachers as its positive relationship with school efficiency factors has been highlighted. However, there are no studies to explore the perceptions of physical education teachers on the personality and leadership style of their principal. Purpose: The purpose of this study was to examine how age, gender, years of service in the same school and stage of service differentiate the perceptions of Physical Education (PE) teachers on the efficient performance of their school principal through the factors that express the main leadership functions. Approach: A total of 223 PE teachers (127 male, 96 female) who served during the school year 20172018 in the school units of primary and secondary education of the prefectures of Pieria and Imathia of the Regional Directorate of Central Macedonia of Greece, participated in the survey. The perceptions of PE teachers about the efficiency of their principal were measured through the questionnaire of Paschiardis and Orphanou (1999). Results: All factors demonstrated acceptable internal consistency. Α one-way analysis of variance and post hoc test revealed that that the age of PE teachers differentiates the factor \"cooperation with the ministry's officials\", the stage in which PE teachers serve differentiates the factors \"problem solving and decision making\", \"relationships with parents and the local community\", \"organization and administration\", \"cooperation with the ministry's officials\" and \"professional development of the principal\" and the years of service in the same school differentiate the factors \"problem solving and decision making\" and \"organization and administration\", while t test revealed that the gender differentiates the factor \"human resources management\". Conclusions: PE teachers' perceptions about effective school leadership are different depending on their demographic characteristics.

In this article, we review the empirical evidence on the impact of education vouchers on student achievement and briefly discuss the evidence from other forms of school choice. The best research to date finds relatively small achievement gains for students offered education vouchers, most of which are not statistically different from zero. Furthermore, what little evidence exists regarding the potential for public schools to respond to increased competitive pressure generated by vouchers suggests that one should remain wary that large improvements would result from a more comprehensive voucher system. The evidence from other forms of school choice is also consistent with this conclusion. Many questions remain unanswered, however, including whether vouchers have longer-run impacts on outcomes such as graduation rates, college enrollment, or even future wages, and whether vouchers might nevertheless provide a costneutral alternative to our current system of public education provision at the elementary and secondary school level.

Purpose: Therefore, the objective of this literature review is to analyze the environmental approach through the assessment of eco-efficiency in educational institutions.   Method: Following the PRISMA methodology, 60 scientific articles were identified based on specific criteria and sourced from databases and virtual libraries such as Scopus, Scielo, Redalyc, Dialnet, ProQuest, IOP Science, and Taylor & Science. The analysis comprehends the evaluation methodology that focuses on institutional objectives, learning achievements, tools, actions, performance indicators, and monitoring and assessment—integral elements of schools' educational management and pedagogy.   Results and Conclusion: This is due to environmental issues negatively affecting people's well-being and quality of life. Education represents a significant means for disseminating knowledge and shaping responsible habits toward the environment, a subject that is currently one of the most addressed in the scientific field.      Research implications:  This is crucial because while there might be an initiative to incorporate environmental social responsibility, without the necessary conditions, the implementation may not occur as desired.   Originality/value: This literature review article aims to contribute to the scientific field by providing an overview of how education has served as a tool to increase environmental knowledge and awareness, leading to behaviors that protect ecosystems' welfare.

The aim of this present study is to examine how age, experience, teacher's specialty, differentiate the views of teachers on the performance of Physical Education teachers as School Principals through the factors of administrative ability that contribute in the school's efficiency. The questionnaire Principal Instructional Management Rating Scale-PIMRS adjusted to Greek reality was used. A total of 580 teachers of all specialties in 35 schools of Regional Administration of Primary & Secondary Education of Central Macedonia, where Principals are teachers of physical education, were asked to participate. The analysis of one way ANOVA check presented statistically significant results on all questions included in the questionnaire. Findings revealed that, perceptions of teachers on the performance of Principals-Teachers of Physical Education vary depending on their demographic characteristics. More specifically, the experience of teachers varies their perception on five out of the eight Competency Principal Factors that contribute to an efficient administration of Principals- Teachers of Physical Education.

The education system in South Africa finds itself in a dismal position. Existing research reports and general news bulletins suggest that schools in South Africa suffer from a general lack of efficiency measures and therefore underperform in comparison with those in other countries. This paper proposes a class-ranking technique as a means to evaluate schools. The technique implements Pareto optimality principles and utilises a mathematical model that is based on output variables (e.g. pass rates) only. The model also provides for the construction of a step-by-step improvement plan for underperforming schools. The suggested framework was applied to 54 secondary schools in one of the four major municipal districts in the North West province of South Africa. Results are contrasted with the application of an ordinary DEA model that is based on input and output variables and showed that the suggested approach offers a more reliable alternative to evaluate, monitor and improve the performance of schools ranked as inefficient

The aim of the present study is to examine how sex, the area of the school and school's level differentiate the views of teachers on the performance of Physical Education teachers as School Principals through the factors of administrative ability that contribute in the school's efficiency. A total of 580 teachers of all specialties in 35 schools of Regional Administration of Primary & Secondary Education of Central Macedonia, where Principals are teachers of physical education, were asked to participate. The analysis of one way ANOVA and the t-test check presented statistically significant results on all questions included in the questionnaire. Findings revealed that perceptions of teachers on the performance of Principals-Teachers of Physical Education vary depending on their demographic characteristics. More specifically, the level of the school varies the perceptions of teachers on six out of the eight Competency Principal Factors. On less Competency Principal Factors the teachers' perceptions differentiate according to the area of the school, which differentiates three out of the eight Competency Principal Factors.

In a context of increased primary school enrollment rates, secondary education is appearing as the next big challenge for Latin American and East Asian countries. This report seeks to undertake a detailed diagnostic of secondary education in these two regions, understand some of the main constraints to the expansion and improvement of secondary education, and suggest policy options to address these constraints, with focus on policies that improve the mobilization and use of resources.

The typical school district in the US consists of a central office overseeing primary, middle and high schools. The school district budget is allocated between the central administration and the constituent schools, who can spend these funds on personnel and non-personnel. We model this allocation problem as a network data envelopment analysis problem which solves for the technically efficient allocation of the budget within the district. The goal is to identify the allocation which yields the best aggregate performance for each school district in our sample. In our examination of 70 school districts in the Dallas, Texas area we find that test scores could be increased by approximately five normal curve equivalent (NCE) points by campuses reducing technical inefficiency and by an additional four NCE points by optimally reallocating the school district budget. Our illustrative model suggests that school districts could increase achievement test scores if more of their budgets were spent on campus personnel like teachers and less on non-personnel items like supplies, and if personnel resources were reallocated from the secondary to the elementary level. Furthermore, while the average school district in our sample allocates 21 % of their budget to the central office, our network model indicates that if resources were optimally allocated, the average school district would allocate only 16 % of their budget to the central office.