Greek secondary school teachers assess the extent to which the Greek school embraces the principles of intercultural

Abstract

The purpose of the present work is to determine the degree to which Greek secondary school teachers view the Greek school as embodied in the principles of intercultural education such as acquaintance with cultures, mutual respect, empathy, parity among others such as the right and conditions of study, the fight against leakage, the curriculum, pedagogical practices, the school climate and its connection to the local community and offer opportunities cognitive, social and psycho-emotional development of students. 130 Greek secondary teachers participated in the study. Implicative Statistical Analysis was employed for data analysis. Among the most important findings is the finding that when respondents believe that the Greek school embraces the principles of intercultural education in relation to teaching methodology, it implies a belief that it embraces it in relation to pedagogical practices and the school's connection to local society. In addition, the belief that the Greek school embraces the principles of intercultural education in relation to the school's connection with the local community implies the belief that the Greek school offers the opportunity for cognitive, social and psycho-emotional development at all levels of study.