In-service teachers’ perceptions on specific aspects of professionalism in Greece



In this paper, we investigate how in-service teachers in Greece perceive the concept of professionalism through four aspects of professionalism that are related to their everyday school context. In particular, this study, based on a questionnaire survey, explores teachers’ professional knowledge, their freedom to apply suitable teaching methods, their collaboration with parents, pupils, colleagues, and the taking of responsibility for their pupils’ achievements. Our data reveals that in-service teachers not only attribute great importance to these aspects but they are also aware and acknowledge the presence of the aforementioned aspects of professionalism by experiencing them in their everyday teaching practice at school.


Professionalism, in-service teachers, pre-primary, primary education, perceptions

Full Text: PDF

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Educational Journal of the University of Patras UNESCO Chair
ISSN: 2241-9152

Department of Educational Sciences and Early Childhood Education University of Patras.

Pasithee: Open Access Electronic Publications
Library & Information CenterUniversity of Patras