[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583310-105":59,"doc-detail-583310-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-secondary-school-teachersknowledge-of-educational-legislation-in-greece","Exploring Secondary School Teachers’Knowledge of Educational Legislation in Greece","","Contemporary educational policy operates through international, national, and local governance structures, shaping inclusive and equitable education goals. Teachers are expected to manage both pedagogical tasks and legally regulated professional duties, yet research shows persistent gaps in teachers’ legal literacy. This qualitative study examines Greek secondary teachers’ perceptions through semi-structured interviews and a focus group with eight teachers. Results highlight limited initial legal training and weak institutional support, difficulties with legal terminology, reliance on informal information, and uncertainty about responsibilities involving students’ rights and special needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-secondary-school-teachersknowledge-of-educational-legislation-in-greece/583310/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-secondary-school-teachersknowledge-of-educational-legislation-in-greece/583310.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Greek secondary teachers?","Question",{"text":112,"@type":113},"The study explores teachers’ perceptions, experiences, and challenges regarding educational legislation in the Greek secondary education context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method was used to collect data?",{"text":117,"@type":113},"A qualitative design was used, with semi-structured interviews and a focus group involving eight teachers from three public secondary schools in Greece.",{"name":119,"@type":110,"acceptedAnswer":120},"What main factors affect teachers’ ability to interpret and apply educational legislation?",{"text":121,"@type":113},"Insufficient legal training during initial teacher education and limited institutional support were identified as the most significant interrelated factors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583310,1792172079,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Exploring Secondary School Teachers’Knowledge of Educational Legislation in Greece  \nAnastasia Kourti  \nAnastasia Kourti, LL.B. Student in Law, National and Kapodistrian University of Athens, Greece  \nAbstract  \nContemporary educational policy is shaped within a complex, multi-level framework operating at international, national, and local levels. Education is widely recognized as a foundational pillar of social cohesion, democratic participation, and sustainable development, a position explicitly articulated in the United Nations’ Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education. Within this context, teachers are increasingly expected to navigate not only pedagogical demands but also legally regulated professional responsibilities. However, international research consistently indicates that teachers’ legal literacy remains an underdeveloped dimension of professional competence. Building on international scholarship highlighting persistent gaps in teachers’ understanding of education law, this study explores teachers’ perceptions, experiences, and challenges related to educational legislation in the Greek secondary education context. Adopting a qualitative research design, data were collected through semi-structured interviews and a focus group involving eight teachers from three public secondary schools in Greece, representing diverse subject specializations and teaching experience. The findings reveal that teachers’ ability to interpret and apply educational legislation is influenced by multiple interrelated factors, with insufficient legal training during initial teacher education and limited institutional support emerging as the most significant. Participants reported difficulties in understanding legal terminology, reliance on informal sources of information, and uncertainty regarding their legal responsibilities, particularly in relation to students’ rights and special educational needs. The study underscores the critical need for systematic and pedagogically grounded legal education in both pre-service and in-service teacher training.  \nKeywords: educational policy, educational law, teachers’ legal literacy, Greece Introduction  \nContemporary educational policy is shaped within a multi-level governance framework that extends from the international and European levels to the national and local contexts. Within this framework, international organizations play a decisive role in formulating guiding principles, values, and policy directions that directly influence national education systems. Among these organizations, the Council of Europe stands as the  \noldest and most established body dedicated to the protection of human rights, with a core mission centered on safeguarding democracy and the rule of law.  \nAlthough education remains a national competence, the Council of Europe conceptualizes education as a fundamental instrument for the promotion of peace, democracy, and human rights. Education is not confined to the transmission of knowledge; rather, it constitutes a key process of socialization, fostering values, attitudes, social skills, and behaviors that promote tolerance, equality, and respect for diversity. Within this perspective, education is presented as a preventive mechanism against racism, xenophobia, extremism, and intolerance, thereby acquiring a distinct social and political dimension.  \nThe right to education constitutes a fundamental human right and a prerequisite for the effective exercise and enjoyment of other rights. It possesses a complex and dual legal nature, combining elements of individual, social, political, and cultural rights, while simultaneously constituting a responsibility and obligation of the state Its protection is enshrined at both international and regional levels through a range of legal instruments, including the Universal Declaration of Human Rights (1948), the European Convention on Human Rights, and the Charter of Fundamental Rights of t","cbCaiesnPtALz7aC","https://ap.wps.com/l/cbCaiesnPtALz7aC","pdf",193111,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study investigate about Greek secondary teachers?\",\"answer\":\"The study explores teachers’ perceptions, experiences, and challenges regarding educational legislation in the Greek secondary education context.\"},{\"question\":\"What research method was used to collect data?\",\"answer\":\"A qualitative design was used, with semi-structured interviews and a focus group involving eight teachers from three public secondary schools in Greece.\"},{\"question\":\"What main factors affect teachers’ ability to interpret and apply educational legislation?\",\"answer\":\"Insufficient legal training during initial teacher education and limited institutional support were identified as the most significant interrelated factors.\"}]","Exploring Secondary School Teachers’Knowledge of Educational Legislation in Greece | PDF",1792046775,23]