Marina-Stefania Giannakaki

Dr Marina-Stefania Giannakaki,
Lecturer in Educational Leadership,
School of Education of Queen’s University Belfast, Ireland

Photo_Marina-Stefania Giannakaki
Marina-Stefania Giannakaki

Dr. Marina-Stefania Giannakaki is a Lecturer in Educational Leadership at the School of Education of Queen’s University Belfast, which she joined in August 2013. She previously worked as an Associate Tutor at the Open University of Cyprus, teaching Master’s level modules in Educational Leadership and Policy (2010-2013). She also taught on postgraduate, undergraduate, and INSET courses at the University of Macedonia (2005), the School of Pedagogical and Technological Education in Athens (2009), the Hellenic Open University (2005-2013), and the University of Thessaly (2009-2013). Stefania has experience teaching in Greek primary schools and has worked for a year (2011-2012) as a seconded teacher at the Department of Primary Education of the University of Thessaly, where she was responsible for organizing and guiding the school practice of student teachers. Between 2002 and 2006 she worked as a researcher in UK higher education institutions (Institute of Education, University of London and School of Education, University of Nottingham). She was responsible for the design and implementation of large-scale, longitudinal studies in the area of teacher education and development. She also worked as an Associate Lecturer at the Open University in the East Midlands, teaching methods of research with children and young people. Stefania holds a PhD in the area of innovation management from the University of Strathclyde and an MSc from the same university. Her broader research interests are in the areas of educational leadership, change management, teacher development, and culture and well-being. Her methodological expertise is particularly strong in the application of educational statistics. She is fluent in Greek (native), English, and Portuguese.


Selected publications:
Belikaidi, E. & Giannakaki, M. S. (2012) Primary teachers’ attitudes towards change: The role of leadership and other determinants. In 8th International Conference on Education (ICE), July 05-07, 2012 Samos Island, Greece (pp. 262-269). Samos: INEAG Research & Training Institute.

Giannakaki, M. S., Hobson, A. J. & Malderez, A. (2011). Student teachers’ perceptions of the effectiveness of their initial preparation. European Journal of Education, 46(4), 456-473.

Hobson, A. J., Giannakaki, M. S. & Chambers, G. N. (2009). Who withdraws from initial teacher preparation and why? Educational Research, 51(3), 321-340.

Hobson, A. J., Malderez, A., Tracey, L., Giannakaki, M. S., Pell, G. & Tomlinson, P. D. (2008). Student teachers’ experiences of initial teacher preparation in England: Core themes and variation. Research Papers in Education, 23(4), 407-433.

Giannakaki, M. S. (2008) Greece. In G. McCulloch & D. Crook (Eds.), The Routledge International Encyclopedia of Education (pp. 281-282). London: Routledge.

Giannakaki, M. S. (Ed.). (2007). The Teacher and the Teaching Profession: Current Research and International Issues. Athens: Athens Institute for Education and Research.

Giannakaki, M. S. (2007). Review of the book ‘Dialogue is Not Just Talk: A New Ground for Educational Leadership’ by Carolyn Shields & Mark Edwards. International Review of Education, 53(2), 230-232.

Hobson, A. J., Malderez, A., Tracey, L., Homer, M., Mitchell, N., Biddulph, M., Giannakaki, M.S., Rose, A., Pell, R.G., Roper, T., Chambers, G. & Tomlinson, P. D. (2007). Newly Qualified Teachers’ Experiences of their First Year of Teaching: Findings from Phase III of the ‘Becoming a Teacher’ Project. London: Department for Children, Schools and Families.

Hobson, A. J., Malderez, A., Tracey, L., Giannakaki, M.S., Pell, R.G., Kerr, K., Chambers, G., Tomlinson, P. D. & Roper, T. (2006). Becoming a Teacher: Student Teachers’ Experiences of Initial Teacher Training in England. London: Department for Education and Skills.

Giannakaki, Μ. S. (2005). Using mixed-methods to examine teachers’ attitudes to educational change: The case of the Skills for Life strategy for improving adult literacy and numeracy skills in England. Educational Research and Evaluation, 11(4), 323-348.

Lucas, N., Casey, H., Loo, S., McDonald, J. & Giannakaki, M S. (2004). New Initial Teacher Education Programmes for Teachers of Literacy, Numeracy and ESOL 2002/03: An Exploratory Study. London: National Research and Development Centre for adult literacy and numeracy.

Casey, H., Lucas, N. & Giannakaki, Μ. S. (2004). Skills for Life Core Curriculum Training Programmes 2001/03: Characteristics of Teacher Participants. London: National Research and Development Centre for adult literacy and numeracy.

Giannakaki, Μ. S. (2003). The link between the learning organisation and curriculum innovation: A comparative study of public and private primary schools in Greece. International Journal of Learning, 10, 1173-1187.