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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Educational Management and Innovation (IJEMI)
Travlos, Antonios
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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PLANNING AND IMPLEMENTING TOTAL QUALITY MANAGEMENT IN EDUCATION: THE CASE OF CYPRUS Karageorgos, Christos; Kriemadis, Athanasios; Travlos, Antonios; Kokaridas, Dimitrios
International Journal of Educational Management and Innovation Vol 2, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v2i1.2627

Abstract

   The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQM implementation in Cypriot education. A systematic recording of research included the design and implementation of TQM in education settings using ten electronic databases and keywords including education, TQM and the six factors determining the quality of TQM services. The research included peer-reviewed articles, doctoral theses, and conference abstracts during the last 20 years, leading to future TQM implementation conclusions. Cyprus nowadays focuses on the overall evaluation and implementation of TQM through innovation and quality improvement in education, differentiated and virtual teaching, adapted learning and inclusion of students with disabilities, and hiring new teaching staff that will implement a holistic approach of promoting TQM within school settings.
Questionnaire for digital technologies and leadership practices: the validity and reliability study Kokkonos, Antonios; Travlos, Antonios; Antonopoulou, Panagiota; Pavlis Korres, Maria
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.29885

Abstract

The exponential progress and massive utilization of digital technologies has significant implications for leadership theory and for leadership practices that remain unexplored in the current literature. This study provides insights into the validity and reliability of the questionnaire for digital technologies and leadership practices (QDTLP), through research conducted in 215 elementary schools in the Peloponnese region of Greece. The research consists of three parts: i) a pilot study to assess the stability and reliability of the initial QDTLP version; ii) study 1 to examine the validity and reliability using exploratory and confirmatory factor analysis; and iii) study 2 to further assess the validity and reliability using confirmatory factor analysis (CFA). The QDTLP was designed and developed after a systematic literature review in the field of digital technologies and school leadership practices, to investigate if, and to what extent, the utilization of digital technologies affects the leadership practices in elementary schools. The research findings provide strong evidence for content and construct validity as well as reliability of the 4-factor and 22-item QDTLP research instrument.
Digital technologies and leadership practices in Greek elementary schools Kokkonos, Antonios; Travlos, Antonios; Antonopoulou, Panagiota; Pavlis Korres, Maria; Choustoulakis, Emmanouil
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32748

Abstract

The rapid advancement and widespread adoption of digital technologies have significant implications for leadership theory and practice, which remain largely unexplored in the current literature. This study investigates how demographic characteristics influence the perceptions of elementary school principals and educational staff regarding the digital age and leadership practices. Employing a quantitative research approach, data were collected through a web survey based on the questionnaire for digital technologies and leadership practices (QDTLP) from 505 participants in 215 elementary schools of Peloponnese Region. Multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were employed to examine differences in perceptions based on gender, age, education level, subject specialization, years of teaching experience, years of work at the current school, role in the school, and the Directorate of Primary Education (DPE) the school belongs to. The findings indicate that age, education level, years of teaching experience, and role in the school significantly affect perceptions, while gender, subject specialization, and DPE the school belongs to, do not demonstrate a significant influence. The study provides valuable insights into how demographic characteristics shape perceptions about digital technologies and leadership within the elementary school context, contributing to the adaptation of leadership practice in the digital age.
Co-Authors Antonopoulou, Panagiota Choustoulakis, Emmanouil Karageorgos, Christos Kokaridas, Dimitrios Kokkonos, Antonios Kriemadis, Athanasios Pavlis Korres, Maria