The paper aims to investigate the extent to which school leaders adopt transformational leadership behaviors at times of crisis. The emphasis on restructuring in the educational policy environment in recent decades has led to an increased interest in transformational leadership in education, resulting in a large number of studies. In order to investigate the adoption of transformational leadership behaviors/practices at times of crisis, qualitative research was conducted with 30 primary school teachers in Greece. The schools were selected based on the extent to which they had been affected by the financial crisis. Greece has faced major challenges in the last ten years, including the financial crisis and the influx of immigrants. These changes have had a profound effect on the Greek educational system. In this context, the paper examines the extent to which school leaders in Greece adopt transformational leadership practices in order to deal with the impact of the crisis on their school unit. The findings of the research are used to draw conclusions and implications regarding educational policy as well as future research on the topic.

This study aims to investigate the views of active primary and secondary education teachers in Greece while implementing educational administration in the modern Greek school for issues related to multiculturalism and their intention to take an active role in co-shaping internal education policy, considering the country's centralized educational system and the flexibility it leaves for the participants in everyday educational reality. 1052 Primary and Secondary education teachers from Greece took part in the research. Descriptive statistics were used, followed by a test of the effect of the sample's social profile on their perceptions, and complex statistical analyzes such as correlations and multiple regression. The findings shape an educational leader who embraces the core principles of intercultural education. According to teachers, these findings are also considered encouraging, since they delineate a teacher who no longer rests, only, in their pedagogical duties, but understands that they must be part of the educational life. Finally, the findings confirmed the influence that an educational leader can exert with their behavior on the teachers at their school. This research sets the basis for the delineation of educational administration in the modern Greek multicultural educational reality by utilizing various statistical methods.

Teacher leadership has gained increasing recognition worldwide as a crucial component of educational reform and improvement efforts. As a concept, it is not new; its evolution spans several decades, yet there is still dissonance around it. This is especially true in the Greek educational scene, where teacher leadership research is limited and fragmented. This study seeks to address this gap by exploring the factors contributing to and impeding the evolution of teachers' leadership in Greek schools. More specifically, we were interested in knowing what Greek in-service teachers with informal leadership positions think about teacher leadership prospects within the Greek educational context, what conditions they think enhance or impede teacher leadership development in Greek schools, and what opportunities they think there are for developing teacher leaders. A sample of 12 experienced in-service teacher leaders from different educational specializations and geographical regions in Greece participated in the study. A grounded theory methodology was employed to analyze the data collected through focus group interviews with experienced in-service teachers. The findings of this study include references to personal and interpersonal challenges that create barriers to the evolution of teachers as leaders in Greek schools, as well as administrative impediments and a lack of support for prospective teacher leaders. The participants reported opportunities within the Greek educational system for teachers to evolve as leaders through targeted and consistent professional development programs and school improvement initiatives. Implications for research and practice are drawn from these findings.