The present paper is concerned about the Greek educational policy throughout 2008-2013, which is related to teachers' evaluation and their teaching work, in comparison to the one implemented in 1981. The investigation is focused on Primary and Secondary Education in which the policy of intentions as well as legislation are concentrated on a form of evaluation in successive levels. In this respect, the dysfunctions or discords of the educational system, which theoretically impede or make

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... t the effective educational work performance, are interpreted under different terms. The issue of evaluating teachers is of special interest because Papandreou's educational policy, which was implemented in 1981, was conducive to abolishing any form of educators' control and superintendence. This way emphasis was placed on a policy by which the teacher was supposed to co-operate with school counselors, namely advisors who collaborated with teachers, working independently within the educational environment. Since 2008, emphasis has been placed on the teaching work superintendence by school counselors being the ones to determine the teachers' professional evolution, through an institutionalization of supervision and control procedures. This aspect is also incorporated in the education reform model aiming at its alignment with the European evaluation model. The focal point of the second period is concerned with the question how the economic paradigm tied to cost curtailment affects education, through a process of oppressive panoptic supervision of the educational procedures,