The role of educational policy in shaping the professional identity of Secondary School teachers in Greece

Abstract

In this paper the issue of the professional identity of Greek teachers in Secondary Education was explored. The factors which affect the work of teachers, the way teachers view their work and themselves as professionals and whether educational policy affects the levels of their motivation, commitment and their job satisfaction are investigated. The findings have shown that the majority of Greek teachers consider themselves to be professionals. Statistically significant correlations between professional identity and gender, between professional identity and educational policy as well as between educational policy, job satisfaction and years of working experience to a certain extent have been revealed.