Policy implementation, trust, and fear of the unknown in Greek schools: Barriers and opportunities for educational reform

Teacher evaluation and accountability have become central to educational reform in Greece since 2012, a system marked by strong centralization and political volatility. This study explores how Greek teachers interpret and respond to policy reforms that are often introduced without sufficient consultation or support, creating conditions of mistrust and fear of change. Drawing on thirteen semi-structured interviews with teachers, headteachers, and regional officials, the study adopts an interpretivist, policy enactment framework to examine how educators construct meaning around evaluation, trust, and professional autonomy. The thematic analysis identified four interrelated themes: top-down control and systemic dependence, mistrust and political influence, fear of the unknown, and professional autonomy as stability. Findings reveal that teachers’ resistance is not rooted in opposition to change but in defensive responses to instability and opaque policy communication. Trust emerged as a critical condition for reform engagement, underscoring the need for dialogue and sustained collaboration between policymakers and practitioners. The study contributes to international debates on educational reform by illustrating how emotional and relational factors mediate the success of accountability-driven policies in contexts of high centralization and low institutional trust.