Showing papers on "Primary education published in 2015"

Research-Based Writing Practices and the Common Core: Meta-Analysis and Meta-Synthesis.

Abstract: In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new meta-analysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.

Characteristics of teachers as change agents

Abstract: Teachers play a key role in realizing successful changes in education. Among them are real ‘change agents’ at both classroom and school level. To obtain insights into what characterizes these teachers, an exploratory study has been conducted by interviewing external experts, principals, and teachers (n = 20). An analysis of data resulted in a picture of characteristics attributed to teachers as change agents. These characteristics pertain to lifelong learning (being eager to learn and reflective), mastery (giving guidance, being accessible, positive, committed, trustful, and self-assured), entrepreneurship (being innovative and feeling responsible), and collaboration (being collegial). The category mastery appeared to consist of the most characteristics. Within the category entrepreneurship, ‘being innovative’ was mentioned most. The characteristics mentioned apply to both the classroom and school level, but the importance of demonstrating these characteristics at the school level seems to be weighed less...

The Impact of Using Youtube in EFL Classroom on Enhancing EFL Students' Content Learning.

Abstract: Information technology has opened up prospects for rich and innovative approaches to tackle educational issues and provide solutions to the increasing demands for learning resources. YouTube, a video-sharing website that allows users to upload, view, and share video clips, offers access to new and dynamic opportunities for effective and non-traditional patterns of teaching and learning. In Saudi Arabia, this technology has not been exploited much for educational purposes. The present study aims at experimenting the impact of integrating YouTube technology into English as a foreign language (EFL) instruction on enhancing EFL college students’ learning of the content of the course: “Observation in Schools 2”. This course is one of five courses taught in the program “Elementary School Teacher of English” which aims at developing certain observation skills for effective teaching in elementary school. Such skills could include using particular frames or lenses to gain insight about the classroom and teaching and learning, and developing methods of observing and recording. For the purpose of the study, a quasi experimental design was adopted. Based on such design, two groups of second year college students at the Department of Curriculum and Instruction in the Faculty of Education at Princess Noura University in Riyadh, Saudi Arabia, were randomly assigned to the experimental and the control groups of the study. There were forty- five students in the control group and fifty-one in the experimental group. A pre-posttest covering the theoretical background of the course "Observation in School 2" was developed to be administered to all subjects of the sample before and after the experiment. Subjects of the experimental group were instructed the theoretical background of the course through the use of YouTube videos about observing the classroom, combined with discussion and power point presentation. Students of the control group were taught the same content through the usual lecture-based method. Instruction was provided to both groups by the researcher and took place throughout the second term of the academic year in 2011 for a period of 6 weeks, 2 hours per week. Statistical procedures were applied on the data obtained using a t-test, and major findings yielded results favourable to the use of the YouTube technology. The study shows positive gains for the experimental group students’ outcomes as a result of the integration of video technology in instruction. Thus, it was recommended that YouTube should be considered as an effective instructional tool for enhancing content learning of EFL college students and as an important teaching resource in classrooms.

How Time is Spent in Elementary Classrooms.

Abstract: The Beginning Teacher Evaluation Study provides us with valuable information on how time is spent in elementary classrooms. Some of the major topics are: the average minutes per day which students spend engaged in reading and math activities, student engagement rates in different settings (that is, teacher-led settings versus seatwork) and suggestions on how student engagement rates might be raised. At the same time, BTES and similar studies also help us understand the limitations of increasing engaged minutes in classrooms. Caution! The results should be read with caution to avoid misinterpretation. The Beginning Teacher Evaluation Study was limited to the investigation of instruction in reading, language arts, and mathematics in second and fifth grades. The students were within the average range from the 25th to the 65th percentile on the pretests brighter and very slow students were not included in this study. Although the focus in this study is on basic skills, one should not conclude that the entire day should be devoted to instruction in these skills. Although the focus is on academic engaged minutes, we do not know, as yet, how many minutes are necessary for adequate progress by average, below average, or above average students. These data are intended to describe cur rent practice; they are not intended to prescribe teaching methods. The first suggestion that follows from these results is that teachers and administrators gather data on academic engaged minutes in their classrooms and compare t heir results with those obtained in the BTES study. If they wish to increase engaged minutes, they might use some of the suggestions in this paper. We are not sure, at this time, what methods will be most successful with different teachers and students, and much can be gained by the comparing results from different classrooms. The following is a summary of the major BTES findings on student engagement:

What contributes to first-year student teachers’ sense of professional agency in the classroom?

Abstract: This study explores Finnish first-year primary teacher students’ (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers’ sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facilitating and managing new learning in the classroom. The results showed that these basic elements are embedded in the contextualised components of student teachers’ professional agency, entailing judgements of one’s competence in teaching, transformative and collaborative practice, reflection in the classroom and modelling as a learning orientation. The results further suggested that teacher education provided an encouraging learning environment for student teachers. However, only peer relations in the learning environment were positively related to perceived profes...

Assessing multidimensional students’ perceptions of twenty-first-century learning practices

Abstract: This study attempts to design a survey to assess students’ perceptions of twenty-first-century learning practices in their classrooms and the resulting knowledge creation self-efficacy among the students. In addition, it also explores the relationships among the various dimensions of twenty-first-century learning practices. Four hundred and eighty-two primary school students from a Singapore school that focuses on the pervasive use of ICT within its school curriculum responded to the survey. The validation of the survey yielded satisfactory reliability and validity through both exploratory and confirmatory factor analyses. The results also showed that the subscales that survey students’ perceptions of critical thinking, creative thinking, and authentic problem-solving were more dominant predictors of their knowledge creation efficacy as compared to their perceptions about the learning processes.

Accurate, inaccurate, or biased teacher expectations : Do Dutch teachers differ in their expectations at the end of primary education?

Abstract: Background. In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations. Aims. The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students. Sample. The sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of Dutch primary education. Methods. We analysed the extent to which teachers differed in their expectations and in what contexts their expectations were biased, using multilevel random slope models. Results. Multilevel analysis showed teacher expectation bias to be related to gender and socio-ethnic background of students. The differences among teachers in expectations for Turkish, Moroccan, and other foreign students with low-educated parents were larger than the average teacher expectation bias for these groups in the sample. When student characteristics were controlled for, we found that the teachers in our sample had higher expectations for students in high-performing classes or classes with only a small proportion of students from low-SES families. Teacher expectation bias for demographic groups, however, was found to be independent of the class population. Conclusions. The results indicate the importance of the teacher and the necessity of using multilevel models when investigating the complex nature of between-teacher differences in expectations of student performance.

Technology Integration in Third, Fourth and Fifth Grade Classrooms in a Florida School District.

Abstract: Third, fourth and fifth grade teachers have the potential to shape the way their students will begin to view and use technology. This study investigated the nature of technology usage among third, fourth and fifth grade teachers in a Florida school district as well as the relationship between the level of technology usage factors such as available technology access/support, professional development relating to technology, and teachers’ attitudes and beliefs toward technology usage. Also of interest was how teachers rate the barriers to technology integration. An original survey instrument was designed, and responses from 75 participants were analyzed. Results indicated that only 18.7 % of respondents met the requirements to be considered high-level technology integrators. Teachers’ attitudes and beliefs about the importance of technology integration and direct student access to computers within the classroom had significant positive correlations with high-level technology usage. The strongest barrier to technology integration was a lack of available computers/hardware, followed by factors relating to the time required to develop and implement lesson plans that incorporate technology.

Sustainability education: researching practice in primary schools

Abstract: Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainabil...

Primary school pupils' ICT competences

Abstract: In search of factors that affect pupils' ICT competences, research has developed and empirically validated several conceptual frameworks. Although these frameworks are valuable ways of initially identifying factors related to pupils' ICT competences, they do not take into account the broader classroom and school context in which pupils are embedded. Moreover, most frameworks and their corresponding instruments focus on post-primary education. This study first presents a multilayered model that can be used to guide future studies that try to explain why some primary-school pupils are more effective in acquiring ICT competences than others. Factors are situated on the pupil, classroom and school level. Second, this study provides future research with a range of reliable measurement instruments to identify factors related to primary school pupils' ICT competences. These factors were drawn from the developed multilayered model. A survey was conducted in a large sample of primary school pupils (n?=?2413), their parents (n?=?2267) and their teachers (n?=?134). The results of the replication exploratory and confirmatory factor analyses indicate a good factorial validity and reliability of the developed scales. A multilayered model that maps factors related to pupils' ICT competences was created.The model acts as a blueprint for future research into assessment of ICT competences.Measurement scales representing the factors of the model were developed and validated.All scales e.g. parental ICT support, show good factorial validity and reliability.

The Great Proletarian Cultural Revolution, Disruptions to Education, and the Returns to Schooling in Urban China

Abstract: In determining whether a country's higher education system should be expanded, it is important for policymakers first to determine the extent to which high private returns to post-secondary education are an indication of the scarcity of graduates instead of the high unobserved ability of students who choose to attend post-secondary education. To this end, the paper identifies the returns to schooling in urban China using individual-level variation in educational attainment caused by exogenous city-wide disruptions to education during the Cultural Revolution from 1966 to 1976. For city-cohorts who experienced greater disruptions, children's educational attainment became less correlated with that of their fathers and more influenced by whether their fathers held administrative positions. The analysis calculates returns to college education using data from the China Urban Labor Survey conducted in five large cities in 2001. The results are consistent with the selection of high-ability students into higher education. The analysis also demonstrates that these results are unlikely to be driven by sample selection bias associated with migration, or by alternative pathways through which the Cultural Revolution could have affected adult productivity.

Education and entrepreneurial success

Abstract: This paper estimates the effect of education on the success of entrepreneurial activity, using survey data from Malawi. An instrument variable approach is used to address the endogeneity of education. We find a significant and substantial effect of an added year of primary education on entrepreneurial profitability. This is consistent with theoretical arguments that primary schooling provides a generalised form of competence that underpins the variety of skills an entrepreneur needs to succeed in business. Results are robust to non-random selection into entrepreneurship.

The effects of a sport education season on empathy and assertiveness

Abstract: Background: One of the objectives of the new Spanish Education Act is for students to develop a series of social skills, largely derived from the ability variables of assertiveness and empathy. Sport Education is an instructional model that is deemed useful in the development of personal and social responsibility and social values. It requires interaction among students during group activities as there are many roles and responsibilities involved. Previous research on Sport Education reveals links between certain results and empathy and assertiveness, although no specific studies have been conducted.Purpose: The aim of this research study is to analyse the effect of a Sport Education season on student empathy and assertiveness.Participants and setting: Sport Education was implemented in seven intact groups at five different schools in central Spain. 154 subjects (76 boys and 78 girls) participated in this study, 34 of whom were in primary education year 5 (11 years), 98 in primary education year 6 (12 yea...

What Is Hip-Hop-Based Education Doing in "Nice" Fields Such as Early Childhood and Elementary Education?.

Abstract: Hip-Hop-Based Education (HHBE) has resulted in many positive educational outcomes, ranging from teaching academic skills to teaching critical reflection at secondary levels. Given what HHBE initiatives have accomplished, it is troubling that there is an absence of attention to these methods in education programs for elementary and early childhood educators. For that reason, I intend to use theories of sociocultural learning to examine how young urban children’s Hip Hop communities of practice influence their early learning and identities. Through personal narratives, this work theorizes young urban children’s Hip Hop identities by utilizing children’s situated learning activities. The goal of the work is to begin a dialogue for the application of HHBE in early childhood and elementary education pre-service teacher programs.

The contribution of pupil, classroom and school level characteristics to primary school pupils' ICT competences

Abstract: The central aim of this study was to investigate which pupil, classroom and school level characteristics are related to primary school pupils' actual ICT competences. A sample of 378 pupils in 58 schools in Flanders (the Dutch speaking part of Belgium) completed a performance-based ICT competence test in order to measure their actual proficiency in retrieving and processing digital information, and in communicating through a computer. To gather information on the factors at each different level, questionnaires were administered to the pupils, their parents (n?=?378), their teachers (n?=?83) and the ICT coordinators (n?=?58) of the schools. Pupils on average have a low to medium score on the developed ICT competence test. The results of a hierarchical regression analysis with multilevel design show that the differences in ICT competences can be mainly attributed to differences in pupil level characteristics. The results indicate that especially non-ICT related pupil characteristics are associated with differences in primary school pupils' ICT competences, such as introjected regulation, controlling learning style, analytic intelligence, sex and socioeconomic status. Furthermore, the final model also indicates that parental ICT attitudes are related to primary school pupils' ICT competences. With regard to the classroom level characteristics, educational use of ICT as an information tool is significantly related to pupils' ICT competences. Pupil, class and school factors are examined as antecedents of ICT competences.Pupils score low-medium on a performance-based ICT competence test.ICT competence is a pupil rather than a class or school phenomenon.Non-ICT related factors e.g. cognitive ability, SES are related to ICT competences.Parents' ICT attitude and educational ICT use are related to ICT competences.

Exploring inclusive practices in primary schools: focusing on children’s voices

Abstract: This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children’s views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children’s interpersonal relationships – with teachers and with each other – and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.

Factors Causing Demotivation in EFL Teaching Process: A Case Study.

Abstract: The current research was conducted for three reasons. First, research on motivation and demotivation in the English as a foreign language (EFL) learning and teaching processes had thus far mainly focused on language learners, although some recent studies had been conducted on the relationship between the teacher and student motivation (Bernaus, Wilson & Gardner, 2009), which is defined by Harmer (2001) as a kind of an internal drive to encourage the individual to pursue a course of action. Second, as EFL learning is quite different from English as a native or second language acquisition, in terms of native and target cultures (Gardner, 2007) and from other learning areas, demotivating factors in the EFL teaching process performed by nonnative teachers of English appear to warrant research in the Turkish context. As an additional note, the term demotivation refers to the lack of effort, need and desire in teaching process. Third, studies mainly focused on three issues: (a) teacher motivation, (b) strategies to motivate teachers, and (c) student-teacher motivation relationship (Addison & Brundrett, 2008; Roth, Assor, Maymon, & Kaplan, 2007) rather than on the factors that demotivate the EFL teachers. Fourth, research activities on the issue were mainly performed descriptively and analytically, as can be seen in the related literature presented below. Thus, a qualitative research was needed to identify all the factors causing demotivation in the EFL teaching process. As emphasized above, studies focused mainly on learner motivation and demotivation rather than on teacher demotivation in the EFL context. For instance, Lens and Decruyenaere (1991) examined the motivation and demotivation characteristics of secondary students. In another study, Chambers (1993) investigated the methods used to motivate foreign language learners. Furthermore, Christophel and Gorham (1995) observed the test-retest changes in state motivation of college students. In more recent studies, Littlejohn (2008) reviewed the factors affecting learner motivation, including the locus of control, a sense of value and purpose, self-esteem, and feelings of success; whereas Kikuchi (2009) researched the demotivating factors affecting Japanese high school EFL students. Similarly, Sakai and Kikuchi (2009) identified five factors of demotivation in high school EFL learners: (a) course content and material, (b) teacher competence and teaching style, (c) inadequate school facilities, (d) lack of intrinsic motivation, and (e) test scores. Lastly, Falout, Elwood and Hood (2009) investigated the demotivating factors involved in EFL learning and the relationship between the past demotivating experiences and the present proficiencies, and concluded that the less proficient learners were the least likely to control their affective states to cope with the demotivating experiences. The second reason that guided the current research, as mentioned previously, was that the demotivating factors in the EFL teaching process in the Turkish context appeared necessary due to cultural differences. In this context, the literature review indicated a serious lack of research on teacher demotivation in the Turkish context, as only one study was found on the issue. In this study conducted by Kiziltepe (2008), the aim was to identify the sources of motivation and demotivation among teachers at a public university. The motivating factors were identified as students, career and social status and ideals, whereas the demotivational factors were students, economics, structural and physical characteristics, research and working conditions. However, the research reviewed identified different factors that guided the current study. First, Kiziltepe's study focused on both motivation and demotivation, while the current study focused on only teacher demotivation. Second, the current study was designed to be a qualitative case study investigating the demotivating factors in the EFL teaching process in elementary education, whereas the study mentioned earlier used university teachers as their sample group. …

The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh.

Abstract: Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it. The full text of the article can be found at 10.18275/fire201502011049

Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

Abstract: Findings from the Deployment and Impact of Support Staff (DISS) project showed that support from teaching assistants (TAs) had a strong negative impact on the academic progress of pupils, and this applied particularly to pupils with a statement of special educational needs (SEN). Although the DISS project found that such pupils experienced less contact with teachers, little is known about school‐ and classroom‐level decision‐making relating to provision. This paper addresses the nature and quality of the educational experiences of pupils with statements, and who has responsibility for putting in place and delivering provision for these pupils within schools. Results come from the Making a Statement (MAST) project, which tracked the educational experiences of 48 9‐ and 10‐year‐old pupils with the highest level of SEN, attending mainstream primary schools in England. The study involved the thematic analysis of 48 detailed pupil case studies, drawing on interview, documentation and field note data. Results are presented in terms of four key themes: (1) the explicit and subtle forms of separation these pupils experience daily; (2) the high level of pedagogical decision‐making TAs have for pupils with statements; (3) the impoverished pedagogical diet pupils with statements receive, compared to their peers; and (4) the gaps in teachers' and TAs' knowledge concerning meeting the needs of pupils with statements. The findings have particular implications for the deployment of TAs and for provision for pupils with SEN, with and without statements.

Prevalence of self-reported depression in Brazil: 2013 National Health Survey results

Abstract: Objective: To describe the prevalence of self-reported previous medical diagnosis of depression in the adult (18 years or older), Brazilian population according to sociodemographic factors. Methods: Data from the 2013 National Health Survey, a population-based survey, were used. The self-reported previous medical diagnosis of depression, received at some point during the patient's life, was investigated. Prevalence and their respective confidence intervals of 95% (CI 95%) were calculated, stratified by gender, age group, education level, race/skin color, for Brazil, place of residence, major regions, federative units and capitals. Results: The prevalence of self-reported diagnosis of depression in adults in Brazili was of 7.6% (95%CI 7.2 - 8.1), being higher in women (10.9%; 95%CI 10.3 - 11.6) and among people between 60 and 64 years old (11.1%; 95%CI 9.1 - 13.1). Furthermore, the highest prevalence was among individuals with no formal education or those with incomplete primary education 8.6% (95%CI 7.9 - 9.3), for those with complete tertiary education 8.7% (95%CI 7.5 - 9,9); and for those who declared themselves as white (9.0%; 95%CI 8.3 - 9.6). For place of residence, the self-report was higher in individuals living in urban areas (8.0%; 95%CI 7.5 - 8.4) and in the South (12.6%; 95%CI 11.2 - 13.9). Conclusion: The analysis shows the importance of understanding the access to the diagnosis of depression in Brazil. It is necessary to improve access to quality health services throughout the country to include the underprivileged population. Reducing disparities in access to health services is crucial to ensuring that social rights are universal and equal.

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week

Abstract: School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional hour requirements. Although some schools have indicated this policy eases financial pressures, it is unknown whether there is an impact on student outcomes. We use school-level data from Colorado to investigate the relationship between the four-day week and academic performance among elementary school students. Our results generally indicate a positive relationship between the four-day week and performance in reading and mathematics. These findings suggest there is little evidence that moving to a four-day week compromises student academic achievement. This research has policy relevance to the current U.S. education system, where many school districts must...

Assessment literacy in primary physical education

Abstract: Internationally, assessment is acknowledged as a critical aspect of pedagogical practice and accountability systems, and as having a fundamental bearing upon what knowledge and ways of articulating...

Challenges and opportunities for teacher professional development in interactive use of technology in African schools

Abstract: We are most grateful to the teachers and the school who participated in our trials for their enthusiasm and support. Thanks also to Masters students Andrew Cross and Melissa Marsden for their roles in the data collection and analysis. The OER4Schools programme was based in the University of Cambridge Centre for Commonwealth Education (CCE) and was supported by the Commonwealth Education Trust, primarily funding the creation of the resource and the research. We greatly appreciate the administrative support provided by various CCE staff throughout the programme.

“More & Earlier”: Neoliberalism and Primary English Education in Mexican Public Schools

Abstract: As global English expands, developing countries feel the pressure that, in order to remain globally competitive, they must increase the number of people with English proficiency. In response, many countries have significantly expanded English instruction in public schools by implementing primary English language teaching (PELT) programs. This is particularly true in countries in Southeast Asia and Latin America, where national Ministries of Education have taken a “more & earlier” approach, integrating English into the public primary curriculum. Children start learning English younger and study the language more during their basic education. The author argues that this language education policy shift toward expanding English in the public education curricula in developing countries is best understood as a shift from past models of elite English bilingualism to policies intended to support the macroacquisition, or general proficiency in English. The rationale for this policy change is framed in terms of the “modernization” and “internationalization” of a country’s public education system, and hence should be understood as part of the response to align education curricula and programs with neoliberal policies. The author examines Mexico’s recent national English program for public primary schools as a case study in the implementation of neoliberal language policy.

What it takes to keep children in school: a research review

Abstract: Unauthorized absence from school, commonly labelled truancy, absenteeism, and dropout, is a problem that has been increasingly noted in recent years by the National Agency for Education, county cou ...

School teachers’ job satisfaction and personal characteristics: A quantitative research study in Greece

Abstract: Purpose – The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction, and examine whether or not the personal characteristics of primary school educators (such as gender, age, family status, educational level, and the total years of service in public primary education) have any impact on their job satisfaction. Design/methodology/approach – In total, 360 questionnaires were administered to primary school teachers in the metropolitan area of Athens (region of Attiki). The sample was randomly selected. The questionnaire was based on 41 closed and was divided into two sections. The Job Satisfaction Survey developed by Spector (1985) was implemented. Findings – Greek school teachers are generally satisfied with their profession. There is no statistical correlation between personal characteristics and the overall satisfaction while indicated that teachers are more satisfied with three aspects...