Staff Catalogue


Department of Education
Crosspoint, 504
40, Kallipoleos Ave.
Panayiotis Antoniou works as an Assistant Professor in Educational Leadership and Evaluation at the Department of Education, University of Cyprus. He is the co-director of the master’s route in Educational Leadership and Evaluation and he is a founding member of the Research Group on Educational Effectiveness and Improvement at the University of Cyprus.
Prior to his employment at the University of Cyprus, he worked as a Lecturer (2012-2015) and a Senior Lecturer (2015-2019) at the Faculty of Education of the University of Cambridge, UK.  During that period, he was the Director of the masters’ program (MPhil/ MEd) in Educational Research at the University of Cambridge and the Head of the Perspectives on Learning thematic route. He was also the vice-president of the Educational Leadership, Policy, Evaluation and Change Group (ELPEC), an elected member of the Faculty Leadership Board and a member of the Standing Committee of Higher Degrees of the University of Cambridge. He is a member of the Leadership for Learning: The Cambridge Network, a member of the Centre for Commonwealth Education and an Official Fellow of Darwin College, University of Cambridge. Prior to his employment at the University of Cambridge, he has also worked as a Senior Lecturer and the Director of the Masters Degree in Educational Leadership at the Cyprus International Institute of Management (CIIM).
His research interests are related with Leadership and Evaluation, and with improving organisational effectiveness at the teacher, school or system level. He is also interested in human resource management and professional development, and in program evaluation. During the last years his research agenda is concerned with validating and measuring the impact of a dynamic approach to teacher / school improvement both of which aim to the application of effectiveness research to the improvement of educational practice.
As a graduate student, he has received full scholarships and a first research prize by the Cyprus Research Promotion Foundation (ΠΕΝΕΚ) and the Cambridge University Commonwealth Trust for his graduate studies. He was also awarded a Chevening Scholarship, a highest merit-based full scholarship by the British High Commission and the UK Foreign and Commonwealth Office. As far as his research experience, he coordinated and was involved in several international research projects funded by the European Science Foundation (ESF), the European Parliament (Daphne III), the Eurydice Network, the Independent Schools Victoria (ISV), the Cambridge International Examinations, the British Academy, the Cyprus Research Promotion Foundation and others. 
He has extensive experience in teaching advanced quantitative and qualitative data analysis approaches and research methodology. He has published numerous research articles in internationally recognized scientific peer-reviewed journals, most of which are included in the SSCI with a high impact factor, more than ten chapters in books and collective volumes and two books. It is perhaps worth mentioning that two of his articles rank among the "Top cited articles collection" by Elsevier and Scopus. In addition, his book entitled Teacher Professional Development for Improving Quality of Teaching, has been selected and translated by the Ministry of Education of Mongolia and has been distributed to all schools and teacher training centers of the country.
During the last years he has been invited and participated in a number of international committees and panels, e.g., by the Directorate-General for Education and Culture of the European Commission, the government of Cyprus, the Centre of Excellence in Kazakhstan, the Independent Schools Victoria in Australia etc.  Among others, he was the Honorary invited speaker at the British Educational Leadership, Management and Administration Society (BELMAS) 40th Anniversary Celebration at the House of Parliament, London, UK,  the Distinguished Keynote speaker at the Teacher Education and Training in the Western Balkans Conference of the European Commission (Directorate-General for Education and Culture) and the Keynote Speaker at the SETRA conference in Beijing, China. 
He has also participated and presented his research work in numerous conferences in the field of educational effectiveness, leadership and evaluation in many countries such as the United Kingdom, Belgium, the Netherlands, Greece, Switzerland, Germany, Canada, Malaysia, Australia, China, the USA etc. Panayiotis also acts as an ad hoc reviewer for various academic journals and book publishers and as a reviewer for several National Research Councils, such as the German National Research Foundation (DFG), the Latvian Science Council Research and the Qatar National Research Fund (QNRF).
Human Resource Management in Education, School Effectiveness, Teacher Professional Development, , School Leadership and school improvement, Educational Policy and Evaluation
Antoniou, P., Tsai P. , Kyriakides, L. & Dimosthenous, A. (in press). Developing a Framework for Identifying Teacher Professional Development Needs in Taiwan: Stages of teaching skills based on the Dynamic Model.
Kyriakides, L., Antoniou, P., & Panayiotou A. (in press). Establishing a Comprehensive Theory of Teaching: the Contribution of the Dynamic Model of Educational Effectiveness in Anna-Katharina Praetorius & Charalambous C. Theorizing Teaching: Bringing Together Expert Perspectives to Move the Field Forward
Antoniou, P., Kyriakides, L. & Charalambous, E. (2022). How and under Which Conditions Can We Best Combine Research on School Effectiveness with Research on School Improvement? Establishing Connections Using the Dynamic Approach to School Improvement. Education Sciences. 12, 537. educsci12080537.
Kyriakides, L., Antoniou, P. & Demosthenous, A. (2021). Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity. School Effectiveness and School Improvement, 32:4, 607-630, DOI: 10.1080/09243453.2021.1923534
Tsai P. & Antoniou, P. (2021). Teacher job satisfaction in Taiwan: Making the connections with teacher attitudes, teacher self-efficacy and student achievement. International Journal of Educational Management. Vol. 35 No. 5, pp. 1016-1029.

Hasanov, Z, Antoniou, P., & Suleymanov, E. (2020). The Impact of Behavioural, Cognitive, and Emotional Dimensions of Student Engagement on Student Learning: The Case of Azerbaijani Higher Education Institutions. International Journal of Knowledge and Learning.
Kyriakides, L., Charalambous E., Creemers, B.P.M., Antoniou, P., Devine, D., Papastylianou D. (2019). Using the Dynamic Approach to School Improvement to Promote Quality and Equity in Education: A European Study. Educational Assessment Evaluation and Accountability, 31(1), 121-149.
Antoniou, P. & Griaznova Y. (2018). Promoting quality and equity: An exploratory case study of a primary school in England exploring barriers and facilitators in implementing the Dynamic Approach to school improvement. Studies in Educational Evaluation. Vol. 57, 53 – 62. DOI: 10.1016/j.stueduc.2017.03.002
Antoniou, P. & Mohan, L. (2018). Evaluating the measuring properties of the Principal Instructional Management Rating Scale in the Chinese Educational System: Implications for measuring school leadership. Educational Management, Administration and Leadership. DOI: 10.1177/1741143217700282
Antoniou, P. (2017). Characteristics of Effective Teacher Training and Professional Development Programmes. In Norton, P. (Eds) Professional Development: Recent Advances and Future Directions., New York, USA. Nova Science Publishers. ISBN: 978-1-63485-126-8.
Antoniou, P.,Louw, J., & Gronn, P. (2016). School Self-Evaluation for School Improvement. Examining the Measuring Properties of the LEAD Surveys.Australian Journal of Education. 60 (3), 191-210. DOI: 10.1177/0004944116667310
Antoniou, P., Kyriakides, L. & Creemers, B.P.M (2015). A Dynamic Integrated Approach to Teacher Professional Development. Rationale and Main Characteristics. Teacher Development. 19 (4), 535 – 552.
Kyriakides, L., Creemers, B. P., Antoniou, P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholders' actions on student learning: A longitudinal study. Learning and Instruction, 36, 113-124.
Antoniou, P. & James, M. (2014). Exploring formative assessment in Primary School Classrooms: Developing a Framework of Actions and Strategies. Educational Assessment, Evaluation and Accountability. 26 (2), 153-176.
Christoforidou, M., Kyriakides, L., Antoniou, P. & Creemers B.P.M. (2014) Searching for Stages of Teacher’s Skills in Assessment, Studies in Educational Evaluation. 40 (1), 1-11.
Kythreotis, A. & Antoniou, P. (2014). Exploring the impact of school leadership on student learning outcomes: Constraints and perspectives. In Pashiardis, P. & Beycioglu, K. (Eds) Multidimensional Perspectives on Principal Leadership Effectiveness, IGI Global, Hershey, USA.
Antoniou, P. (2013). A longitudinal study investigating relations between stages of effective teaching, teaching experience and teacher professional development approaches. Journal of Classroom Interaction, 48 (2), 25-40.
Creemers, B.P.M., Kyriakides, L. & Antoniou, P. (2013). A Dynamic Approach to School Improvement: Main Features and Impact. School Leadership and Management, 33 (2), 114-132.
Antoniou, P. (2013). Development of Research on School Leadership Through Evidence-based and Theory-Driven Approaches: A Review of School Leadership Effects Revisited. School Effectiveness and School Improvement, 24 (1), 122-128.
Creemers, B.P.M., Kyriakides, L., & Antoniou, P. (2013).Teacher Professional Development for Improving Quality of Teaching, Springer Publishing, New York, USA.
Antoniou, P. & Kyriakides, L. (2013). A Dynamic Integrated Approach to Teacher Professional Development: Impact and Sustainability of the Effects on Improving Teacher Behavior and Student Outcomes. Teaching and Teacher Education, 29 (1), 1-12.
Creemers, B.P.M., Kyriakides, l., Panayiotou, A., Bos, W., Günter Holtappels, H., Pfeifer, M., Vennemann, M., Wendt, H., Scharenberg, K., Smyth, E., McMahon, L., McCoy, S., Van Damme, J., Vanlaar, G., Antoniou, P., Charalambous, C., Charalambous, E., Maltezou, E., Zupanc, D., Bren, M., Cankar, G., Hauptman, A., Rekalidou, G., Penderi, E., Karadimitriou, K., Dimitriou, A., Desli, D., Tempridou, A. (2013). Establishing a knowledge base for quality in education: Testing a dynamic theory for education. Handbook on designing evidence-based strategies and actions to promote quality in education. Waxmann Publishing: Münster/New York/München/Berlin.
Antoniou, P. (2012). The Short- and Long- term Effects of Secondary Schools upon Students’ Academic Success and Development. Educational Research and Evaluation, 18 (7), 621 -640.
Creemers, B.P.M., Kyriakides, L., & Antoniou, P. (2012). School effectiveness and improvement: using a dynamic approach to improve quality in education. In Brundrett, M. (Eds) Principles of School Leadership, King’s Lynn: Sage (Peter Francis) Publishing.
Antoniou, P., Kyriakides, L., & Creemers, B.P.M. (2012). Improving Teacher Effectiveness. In Creemers, B.P.M., & Kyriakides, L. (Eds). Improving Quality in Education: Dynamic Approaches to School Improvement. London and New York: Routledge.
Antoniou, P. & Kyriakides, L. (2011). The Impact of a Dynamic Approach to Professional Development on Teacher Instruction and Student Learning: Results from an Experimental Study. School Effectiveness and School Improvement, 22 (3), 291 – 311.
Antoniou, P. & Kyriakides, L. (2011). Evidence-based and Theory Driven Teacher Training and Professional Development: Investigating the Effectiveness of Different Approaches to Teacher Professional Development on teacher instruction, teacher perceptions and student academic achievement. Centre for Educational Policy Studies Journal (CEPS),1 (1), 13- 42.
Kyriakides, L., Creemers, B.P.M., Antoniou, P. & Demetriou, D. (2010). A Synthesis of Studies Searching for School Factors: Implications for Theory and Research. British Educational Research Journal, 36 (5), 807 – 830.
Antoniou, P. (2011). Development and Evaluation of teacher professional development programs for the improvement of teaching skills and student achievement gains. Cyprus Educational Administration Society (CEAS) Journal.
Kyriakides, L., Creemers, B.P.M. & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25 (1), 12-23.
Kyriakides, L. & Antoniou, P. (2009). Gender differences in mathematics achievement: An investigation of gender differences by item difficulty interactions. Educational Research and Evaluation, 15 (3), 223 -242.
Kyriakides, L. & Antoniou, P. (2010). Models and Measurement of Educational Effectiveness. In Pashiardis, P., Management of Change, School Effectiveness and School Improvement, Open University of Cyprus, Nicosia, Cyprus (in Greek).
Kyriakides, L. & Antoniou, P. (2010). Methodological Advances in Educational Effectiveness Research. In Pashiardis, P., Management of Change, School Effectiveness and School Improvement, Open University of Cyprus, Nicosia, Cyprus (in Greek).
Antoniou, P., Creemers, B.P.M., & Kyriakides, L. (2009). Integrating Research on Teacher Education and Educational Effectiveness: Using the Dynamic Model for Teacher Professional Development. In Myint Swe Khine & Issa M Saleh., Transformative Leadership and Educational Excellence: Learning Organizations in the Information Age. Sense Publishers: Rotterdam, the Netherlands.
Kyriakides, L. & Antoniou, P. (2010). Using Multilevel Modelling in Educational Research. In Michaelinos, Z. Applied Educational Research, Open University of Cyprus, Nicosia, Cyprus.
Antoniou, P., Kyriakides, L., & Creemers, B.P.M. (2009). Developmental stages of teaching skills: Suggestions for teacher initial training and teacher professional development. In Koutselini, M. (Eds). Education, Training and Pedagogy (Eds), Department of Education, University of Cyprus, Nicosia: Cyprus.