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Primary Teachers’ Perceptions of Professional Empowerment: From the Local Context to a Global Perspective

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This study attempts to investigate primary education teachers’ perceptions of their professional empowerment in Greece. Six dimensions of teacher professional empowerment were measured: decision making; professional development; professional status; autonomy; self-efficacy and impact. Data analysis revealed that teachers appear to be empowered as regards professional development. Similarly, they seem to have a high sense of self-efficacy. However, teachers seem to have limited involvement in decision making regarding key aspects of their profession. In conclusion, this study deepens our understanding about professional empowerment through Greek teachers’ perceptions, which reflect both the structural and the psychological dimensions of professional empowerment.
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Keywords: Greece; perceptions; primary education teachers; professional empowerment

Document Type: Research Article

Publication date: June 1, 2018

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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