An important process in the fields of school accountability and school improvement is school self-evaluation. The main advantage of school self-evaluation is also its main challenge: the prefix ‘self’. When the guard is also the guarded, challenges are emerged about the validity of the process. A prerequisite for school self-evaluation of good quality is the positive attitude of the teacher towards school self-evaluation. Using three theoretical frameworks, this thesis identifies factors that are positively associated to teachers’ positive attitudes towards school self-evaluation in Greece. In particular, 15 independent variables have been measured in order to identify which of them are positively correlated to a positive attitude towards school self-evaluation. Furthermore, a comparison has been made between primary and secondary school teachers in Greece in order to find whether these factors are differentiated between primary and secondary school teachers. The findings suggest that the teachers who have a master or doctoral degree, the teachers who have a collaborative culture and the teachers who accept some basic value assumptions are more likely to have a positive attitude towards school self-evaluation than teachers who do not have the characteristics mentioned above. The findings may be useful to teacher training institutes, school self-evaluation experts and school directors.