Journals Proceedings

Abstract

During 2010, within the frame of Lifelong Learning, 57 Second Chance Schools [SCSs] operated across Greece, with over 800 teachers who educated almost 5800 adult students on Greek and English language, mathematics, environmental, it, social, aesthetic studies, technology and physics, and provided, in addition, career and vocational counselling. The present study examines Greek SCS students’ views about their educator as a leader during project carrying-out. Six hundred and seventy seven students from twenty four SCSs across Greece provided relevant information by filling in a corresponding number of questionnaires with eighteen close-ended questions. Data elaboration and statistical analysis was performed. Factor analysis was used to pinpoint five main factors relevant to students’ views regarding the leading role of their educator during project carrying-out. The results of the study showed that Greek SCS students highly believe that their leader has a guiding role, that s/he also intervenes during project implementation in various ways and that s/he is capable of clearly explaining the aims and targets of project. In addition, the project leader successfully handles learners' involvement and finally, s/he has a defining role in all project-team activities. The leading role of the educator has to be further developed and strengthened so that education in SCSs becomes more effective and meaningful.