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Abstract
The aim of this study was to test the validity of Creemers' model of educational effectiveness in relation to different criteria of measuring effectiveness. It was also examined whether the variables “personality” and “thinking style” could be included in Creemers' model. Achievement in mathematics, Greek language, and affective aims of schooling were measured at the beginning and at the end of school year 2001 – 2002. Data on most of the variables included in Creemers' model were collected through external observations and questionnaires to students, teachers, and headteachers. Most of the variables of the model showed the expected effects, irrespective of the criterion used to measure effectiveness. The inclusion of the variables “personality” and “thinking style” significantly improves the explained percentage of achievement variation in each outcome measure. Implications for the development of both generic and differentiated models of educational effectiveness are drawn.