Institution of All-day Primary School in Greece: A Qualitative Approach

Abstract

This study presents, discusses and assesses the findings of a research into All-day School (AS) and All-day Primary School (APS) institutions and the teacher's role in them in Greece. The AS in kindergarten and primary school emphasizes the children's process of development and learning, is flexible to shape the curriculum, prepares children for the next day's lessons, thus pedagogically utilizing students' free time; it helps change the pedagogical climate, develops new forms of teaching and is considered educational innovation. As far as the participants of the present research is concerned, it is made up of 22 Primary School teachers who worked in the APS in the past. The criteria for their selection were gender, years of service in Primary Education and whether they had worked in an APS. In terms of gender, the men who participated in the research were 9 and the women were 13. According to the teachers, the APS was established having the best standards. Teachers seem to support the institution and recognize the important role it can play in the students' all-round development. However, the problems that arise are many and teachers have been trying to do their utmost with the few resources available and the absence of the State. The State must ensure that the APS will find its place in the education system and will play its social and pedagogical role.