Technology-Enhanced Teacher Assessment: Data-Driven Insights from Greece’s Emerging Digital Evaluation Framework

The digital transformation of teacher evaluation is reshaping how educational quality is documented, analyzed, and improved. This study examines Greece's emerging digital teacher assessment framework, focusing on three interconnected governmental platforms that support administrative data, external teacher evaluation, and internal school self-evaluation. Drawing on 117 individual evaluation reports submitted across multiple secondary schools during the 2024--2025 academic year, we conducted a qualitative thematic analysis to explore how technology mediates teacher reflection, pedagogical documentation, and feedback exchange. Results demonstrate strong teacher performance in pedagogical climate and classroom management but reveal substantial underutilization of the digital affordances offered by the platforms, particularly regarding mobile responsiveness, data analytics, and interactive feedback mechanisms. Many evaluators relied on static text entry rather than exploiting features such as evidence uploads, metadata structuring, or longitudinal comparison tools. We argue that the current system functions primarily as a digital repository of documents, rather than a dynamic learning analytics environment. The study proposes a roadmap for enhancing the platforms through mobile dashboards, real-time feedback loops, automated analytics, and AI-assisted reflective prompts. By linking evaluation data with teachers' digital portfolios, Greece's educational system can move from digitized bureaucracy towards a participatory, data-driven and mobile-enabled evaluation ecosystem. Finally, implications for policy, platform design, and professional development are discussed within the broader literature on mobile learning and technology-supported teacher assessment.