Athanasiou, I. (2016). Sholiki igesia kai ekpaideutiki allagi. Dinameis epirrois kai paixnidia politikis [School leadership and educational change. Forces of influence and politic games]. Panhellenic Conference of Education Sciences, 2015(1), 125–140. https://doi.org/10.12681/edusc.126

Baez, B. (2000). Diversity and its contradictions. Academe, 86(5), 43–47. https://doi.org/10.2307/40251920

Banks, J.-A. (2008). An introduction to multicultural education (4th ed.). Allyn & Bacon.

Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.

Beachum, F. D., & McCray, C. R. (2011). Cultural collision and collusion: Reflections on hip-hop culture, values, and schools. Peter Lang Publishing.

Billot, J., Goddard, J. T., & Cranston, N. (2007). How principals manage ethnocultural diversity: Learnings from three countries. International Studies in Educational Administration, 35(2), 3–19. https://hdl.handle.net/10292/5826

Blackmore, J. (2006). Deconstructing diversity discourses in the field of educational management and leadership. Educational Management Administration and Leadership, 34(2), 181–199. https://doi.org/10.1177/1741143206062492

Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277–289. https://doi.org/10.1016/j.tate.2004.02.003

Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: artistry, choice, and leadership (4th ed.). Jossey-Bass.

Brauckmann, S., & Pashiardis, P. (2009, April 13). From PISA to LISA: new educational governance and school leadership: exploring the foundations of a new relationship in an international context [Conference presentation]. 90th Annual meeting of the American educational research association. A validation study of the leadership styles of a holistic leadership theoretical framework. San Diego, USA.

Brinia, B. (2014). Meletes periptoseon ekpaideutikon monadon [Case studies of educational units] (2nd ed.). Stamoulis.

Brooks, J.-S. (2009). The miseducation of a professor of educational administration: Learning and unlearning culturally (ir)relevant leadership. In A.-K., Tooms, & C., Boske (Eds.), Bridge leadership: Connecting educational leadership and social justice to improve schools (pp. 153–169). Information Age Publishing.

Brooks, M. C. (2015). School principals in southern Thailand: Exploring trust with community leaders during conflict. Educational Management Administration and Leadership, 43(2), 232–252. https://doi.org/10.1177/1741143213513191

Brooks, M. C., & Brooks, J. S. (2019). Culturally (ir)relevant school leadership: Ethno-religious conflict and school administration in the Philippines. International Journal of Leadership in Education, 22(1), 6–29. https://doi.org/10.1080/13603124.2018.1503819

Day, D. V. (2000). Leadership development: A review in context. The Leadership Quarterly, 11(4), 581–613. https://doi.org/10.1016/s1048-9843(00)00061-8

DeMatthews, D. E. (2014). How to improve curriculum leadership: Integrating leadership theory and management strategies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), 192–196. https://doi.org/10.1080/00098655.2014.911141

Dimmock, C., & Walker, A. (2000). Globalisation and societal culture: Redefining schooling and school leadership in the twenty-first century. Compare: A Journal of Comparative and International Education, 30(3), 303–312. https://doi.org/10.1080/713657474

Dimmock, C., & Walker, A. (2005). Educational leadership: Culture and diversity. Sage Publications Ltd. https://doi.org/10.4135/9781446247143

Dimopoulos, D., & Iordanidis, G. (2019). To metashimatistiko stil igesias sthn elliniki deuterovathmia ekpaideusi [The transformational leadership style in Greek secondary education]. International Journal of Educational Innovation, 1, 18–27. https://bit.ly/410YoKI

Escobar-Ortloff, L. M., & Ortloff, W. G. (2003). A cultural challenge for school administrators. Intercultural Education, 14(3), 255–261. https://doi.org/10.1080/1467598032000117051

Fraise, N. J., & Brooks, J. S. (2015). Toward a theory of culturally relevant leadership for school-community culture. International Journal of Multicultural Education, 17(1), 6-21. https://doi.org/10.18251/ijme.v17i1.983

Gillham, B. (2000). Developing a questionnaire (2nd ed.). Continuum.

Gkolia, A., Koustelios, A., & Belias, D. (2018). Exploring the association between transformational leadership and teacher’s self-efficacy in Greek education system: A multilevel SEM model. International Journal of Leadership in Education, 21(2), 176–196. https://doi.org/10.1080/13603124.2015.1094143

Glasman, N. S., & Glasman, L. D. (1997). Connecting the preparation of school leaders to the practice of school leadership. Peabody Journal of Education, 72(2), 3–20. https://doi.org/10.1207/s15327930pje7202_1

Grace, G. (1995). School leadership: Beyond education management: An essay in policy scholarship. The Falmer Press.

Green, T. L. (2015). Leading for urban school reform and community development. Educational Administration Quarterly, 51(5), 679–711. https://doi.org/10.1177/0013161X15577694

Gutierrez, B., Spencer, S. M., & Zhu, G. (2012). Thinking globally, leading locally: Chinese, Indian, and Western leadership. Cross Cultural Management: An International Journal, 19(1), 67–89. https://doi.org/10.1108/13527601211195637

Hargreaves, A., & Fink, D. (2006). Sustainable Leadership. Wiley.

Hatzipanagiotou, P. (2003). I dioikisi tou sholeiou kai i simmetohi ekpaideutikon sti lipsi apofaseon [The school administration and the participation of teachers in decision-making]. Adelfoi Kiriakidi.

Hellenic Democracy. (2013, November 5). Proedriko diatagma ip. Arithm. 152: Axiologisi ton ekpaideutikon tis protovathmias kai defterovathmias ekpaideusis. [Presidential Decree No. 152: Evaluation of primary and secondary education teachers]. Government Gazette 240/5-11-2013. https://urlis.net/rhbgt6iw

Hellenic Statistical Authority. (2020a). Deltio tipou. Erevnes protovathmias ekpaidefsis (nipiagogeia kai dimotika) lixis sholikou etous 2018/2019 [Press release. Primary education surveys (kindergartens and elementary schools) at the end of the 2018/2019 school year]. https://bit.ly/3QWXNor

Hellenic Statistical Authority. (2020b). Deltio tipou. Erevnes defterovathmias ekpaidefsis (gymnasia kai likeia) lixis sholikou etous 2018/2019 [Press release. Secondary education surveys (secondary and high schools) at the end of the 2018/2019 school year]. https://bit.ly/3Nqzrmn

Horsford, S. D. (2010). New perspectives in educational leadership: exploring social, political, and community contexts and meaning. Peter Lang.

Huber, S. G. (2004). School leadership and leadership development: Adjusting leadership theories and development programs to values and the core purpose of school. Journal of Educational Administration, 42(6), 669–684. https://doi.org/10.1108/09578230410563665

Kalliontzi, V., & Iordanidis, G. (2019). I metashimatistiki igesia sti dimosia defterovathmia ekpaideusi stin ellada: Diereunisi ton apopseon ton ekpaideutikon [Transformational leadership in public secondary education in Greece: exploring teachers' views]. Research in Education, 8(1), 112-128. https://doi.org/10.12681/hjre.20797

Katerini, I. (2010). O diapolitismikos rolos tou dieuthinti-igeti sto syghrono elliniko sholeio. Ereuna se dimosia dimotika sholeia tis polis ton Ioanninon [The transnational role of the director-leader in the modern Greek school. Research in public primary schools of the city of Ioannina] [Master’s thesis, University of Ioannina]. Olympias. https://urlis.net/nm4w9ur2

Kezar, A. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations. John Wiley & Sons.

Kinsella, W., & Senior, J. (2008). Developing inclusive schools: Approach. International journal of inclusive education, 12(5-6), 651-665. https://doi.org/10.1080/13603110802377698

Kontakos, A., & Aggelakou, E.-P. (2016). Apo tis theories tou sholeiou sti sholiki anaptixi [From school theories to school development]. In A. Kontakos & F. Kalavasis (Eds.), Educational design issues, Systemic school development of educational units: Technological and pedagogical interweaving (pp. 29-65). Diadrasi.

Kordis, N. (2020, November 25). I Ellada vrisketai stin 5i thesi me tous pio ilikiomenous ekpaideutikous stin EE [Greece is in the 5th place with the oldest teachers in the EU]. IPaidia. https://bit.ly/3N0D7L2

Kouloubaritsi, A., Anastasaki, A., Argiroudi, E., Kalogerakos, N., Papastergiopoulou, H., Triantafyllopoulou, P., & Tsirikos, G. (2007). To dioikitiko plaisio stin protovathmia kai defterovathmia ekpaideusi [The administrative framework in primary and secondary education]. Inspection of Educational Subjects, 13, 43–54. https://bit.ly/3uqsQS1

Koutouzis, M. (2008). I ekpaideftiki monada os organismos [The educational unit as an organization]. In A. Athanasoula-Reppa, A. Dakopoulou, M. Koutouzis, G. Mavrogiorgos, & D. Chalkiotis (Eds.), Educational administration and policy (pp. 27–45). Hellenic Open University.

Kythreotis, A., Pashiardis, P., & Kyriakides, L. (2010). The influence of school leadership styles and culture on students’ achievement in Cyprus primary schools. Journal of Educational Administration, 48(2), 218–240. https://doi.org/10.1108/09578231011027860

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

Lemoni, I., & Kolezakis, A. (2013). To polisintheto ergo tou diefthinti sholikis monadas kai I elleipsi shetikis katartisis tou sti dioikisi ekpaideftikon monadon [The complex work of the director of a school unit and his lack of relevant training in the administration of educational units]. Educational cycle, 1(3), 165-184. https://bit.ly/47Je738

Lillejord, S., & Tolo, A. (2006). Ledelse i en multikulturell skole. [Management in a multicultural school]. Norwegian Pedagogical Journal, 90(2), 120–132. https://doi.org/10.18261/issn1504-2987-2006-02-04

Lumby, J., & Coleman, M. (2007). Leadership and diversity: Challenging theory and practice in education. Sage Publications Ltd. https://doi.org/10.4135/9781446213612

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Association for Supervision and Curriculum Development (ASCD).

Nelson, S. W., & Guerra, P. L. (2014). Educator beliefs and cultural knowledge: Implications for school improvement efforts. Educational Administration Quarterly, 50(1), 67–95. https://doi.org/10.1177/0013161X13488595

Organisation for Economic Co-operation and Development. (2017). Education policy in Greece a preliminary assessment. OECD. https://bit.ly/49Nt8T8

Ryan, J. (2003). Educational administrators’ perceptions of racism in diverse school contexts. Race Ethnicity and Education, 6(2), 145–164. https://doi.org/10.1080/13613320308197

Saiti, A. (2012). Leadership and quality management: An analysis of three key features of the Greek education system. Quality Assurance in Education, 20(2), 110–138. https://doi.org/10.1108/09684881211219370

Saitis, H. A. (1992). Organosi kai dioikisi tis ekpaideusis-theoria kai praxi [Organization and administration of education - theory and practice]. Self-Publishing.

Sarafidou, J., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170–183. https://doi.org/10.1108/09513541311297586

Savvidis, T. (2012). Leadership and multicultural education: An analysis of multicultural leadership practice in a Cypriot primary school [Doctoral dissertation, The Open University]. ORO. https://doi.org/10.21954/ou.ro.0000ee74

Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). Jossey-Bass.

Schwartz, M. J., & Rist, R. C. (2017). The international monetary fund and the learning organization: The role of independent evaluation. International Monetary Fund.

Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132. https://doi.org/10.1177/0013161x03258963

Sleeter, C. E., & Grant, C. A. (2003). Making choices for multicultural education: Five approaches to race, class and gender (2nd ed.). Wiley.

Stamovlasis, D., & Vaiopoulou, G. (2021). Methodologia ereunas stis koinonikes epistimes, epistimologia, shediasmos, sillogi kai analysi posotikon kai poiotikon dedomenon [Research methodology in the social sciences, epistemology, design, collection and analysis of quantitative and qualitative data]. Zigos.

Telford, H. (1996). Transforming schools through collaborative leadership. The Falmer Press.

Tomasidou, P., Iordanidis, G., & Konstantinidou, E. (2008). O rolos tou diefthinti os igeti sto diapolitismiko sholeio: Meleti periptosis tou 18ou dimotikou sholeiou Agiou Antoniou Lemesou [The role of the principal as a leader in the intercultural school: Case study of the 18th Primary School of Agios Antonios Limassol]. In A. Trilianos & I. Karaminas (Eds.), Elliniki paidagogiki & ekpaideutiki ereuna [Hellenic pedagogical and educational research] (pp. 355–363). Pedagogical Society of Greece.

Vassallo, B. (2016). School leaders’ perceptions on intercultural education. The Online Journal of New Horizons in Education, 6(4), 171–177. https://bit.ly/46reQ7V

Webb, L., Darling, J., & Alvey, N. (2014). Multicultural leadership development in the 21st century. EnCompass. https://bit.ly/46sbxgP

Zembylas, M., & Iasonos, S. (2016). The entanglement of leadership styles and social justice leadership: A case study from Cyprus. Leadership and Policy in Schools, 15(3), 297–322. https://doi.org/10.1080/15700763.2015.1044540