Επαγγελματισμός, επαγγελματική ανάπτυξη, επαγγελματική ταυτότητα και εκπαιδευτικός

Abstract

The purpose of this PhD thesis is to investigate primary and pre-primary education teachers’ perceptions on issues related to professionalism, professional identity and professional development. The empirical survey of this study was carried out by using anonymous written questionnaires. Data processing and statistical analysis were performed using the IBM SPSS Statistics Software package (version 20). The statistical tests used were Mann-Whitney (U), Kruskal-Wallis (H), Friedman’s ANOVA (χ2), Wilcoxon (T) and Chi-Square (χ2) Test for Association. The sample of the survey consists of 310 primary and pre-primary education teachers who were working in schools located in the region of Achaia, during the school year 2011-2012. The size of the sample is broadly representative to the population under investigation. Two hundred thirty four (234) of them were primary education teachers (response rate: 17% of the sampling frame) and 76 were pre-primary school teachers (response rate: 19% of the sampling frame). The findings of the empirical research indicate that, despite some differences in the responses between the two groups, both groups tend to attribute great importance to substantial aspects related to professionalism, professional identity, and professional development. Moreover, they underline the significant contribution of these aspects to their overall work at school.