Teachers of primary and secondary education are graduates of Higher Education, holding at least a first cycle degree. Secondary education teachers may also hold degrees awarded by Institutions belonging to the Technological Sector of Higher Education prior to its integration into Universities. 

The same applies to teachers of specialties who teach foreign languages, music, arts and physical education.

In public early childhood education and care settings, teachers are graduates of Departments of Early Childhood Education, which now belong to the University Sector of Higher Education Institutions, following the integration of former Technological Educational Institutes (TEI) into Universities. 

Pre-school teachers, which are part of pre-primary education (Nipiagogeio), should hold higher education degrees of the University Sector. 

Τhe minimum requirement for teacher assistants is a Vocational High School diploma or a certificate of a Higher Vocational Training School (SAEK) or a certificate of an Apprenticeship School of the Greek Public Employment Service (DYPA) with relevant specialty. 

Primary and secondary education structures provided for Special Education are staffed by Primary and Secondary school teachers who: 

• are graduates of the Pedagogical Department of Special Education with a specialization in primary/pre-primary teaching of the University of Thessaly or the Department of Educational & Social Policy with a specialization in the education of people with special needs of the University of Macedonia;

• mainstream school teachers with additional studies in Special Education;

• have a postgraduate qualification or PhD in Special Education or in School Psychology;

• have a two year postgraduate teacher training / degree in Special Education, offered by a national teacher-training institute (didaskaleio);

• have a certificate of attendance from an annual training-specialization seminar in Special Education of a University or other public sector institution of at least four hundred (400) hours;

• have at least one year of teaching experience (10 months) in Special Needs Education ;

• are teachers/parents of children with a disability of more than 67%.

Institutions, level and models of training

Prospective teachers in pre-primary education (Kindergarten / Nipiagogeio) and primary education (primary school/Dimotiko scholeio), are required to hold degrees from university-level Pedagogical Departments of pre-primary and primary education. 

• The initial training of pre-school teachers is provided by the Departments of Pre-primary Education of the Universities of Athens, Thessaloniki, Patra, Ioannina, Thrace, Crete, Aegean, Thessaly and Western Macedonia.

• The initial training of primary education teachers is provided by the  Departments of Primary Education of the Universities of Athens, Thessaloniki, Patra, Ioannina, Thrace, Crete, the Aegean, Thessaly and Western Macedonia,

• Department of Special Education of the University of Thessaly, which concerns teachers of Preschool Education and Primary Education of Special Education.

The initial training of prospective pre-school and primary education teachers includes not only theoretical courses but also pedagogical preparation, which combines teaching-oriented subjects, classroom practice, and the study of diverse instructional methods. This constitutes an integrated programme of education (concurrent model), in which pedagogical and theoretical training are provided simultaneously. 

As regards teaching in both compulsory and non-compulsory secondary education, prospective teachers receive initial education at the University Departments across the country providing studies relevant  to the cognitive fields included in the secondary education curricula. Such departments belong to the so-called teacher education faculties.

Teacher Education Faculties, in particular, are university departments whose graduates are directly appointed in Secondary Education schools. Most Pedagogical Departments and Teacher Education Faculties devote sufficient time to practical training in addition to theoretical education through teaching in real class conditions, or through participation in relevant laboratory exercises.

Teacher Education Faculties include the university departments where teachers of the following specializations are trained: PE01 Theology, PE02 Greek Language and Literature, PE03 Mathematics, PE04 Physics, Foreign Languages (PE06 English, PE05 French, PE07 German, PE034 Italian and PE040 Spanish), PE08 Arts, PE11 Physical Education, PE80Economics, PE79 Music, PE91 Theatre Studies, PE33 Methodology, Philosophy and History of Science, PE86 Information Technology at University (l. 4521/2018) and the School of Pedagogical and Technological Education (ASPETE). 

According to l. 4186/2013, ASPETE consists of the Pedagogical Department, the Department of Electrical Engineering Educators, the Department of Electronic Engineering Educators, the Department of Mechanical Engineering Educators and the Department of Civil Engineering Educators.

According to l.4589/2019, and as supplemented by l. 4823/2021, the appointment or employment in public education posts for teachers or members of the Special Education Staff (EEP), pedagogical and teaching  competence  is not a necessary but an additional qualification, that can be certified before or after the nomination (consecutive model) of the candidate teacher (see also Unit 8.2 “Entry to the profession”). Consequently, graduates of non-teacher education faculties , can acquire pedagogical and teaching competence  in special education either during their studies or after the completion of their studies (consecutive model), by successful attendance of special training programs (see also Unit 8.2 “Pedagogical and Teaching Competence”). 

Initial teacher education for pre-primary, primary and secondary level lasts four years. The duration is extended by one additional year for music teachers graduating from HEIs' Music Studies Departments, arts teachers (mainly painting) holding a diploma from the School of Fine Arts and graduates of ASPETE programmes, which include a half-semester thesis and a teaching apprenticeship in the relevant field of specialization.  

The curricula of all Higher Education Institutions, including those attended by candidate teachers of pre-primary, primary and secondary education, as well as nursery staff of public pre-primary schools, are drawn up by the Universities themselves. 

The curriculum includes compulsory courses, compulsory optional courses and optional courses.  Each semester corresponds to a specific number of courses, arranged in such a way as to ensure their chronological sequence as well as their thematic interdependence. The curriculum also includes:

• The description of the theoretical and laboratory part of each course.

• The purpose of teaching.

• The learning outcomes (knowledge, competences and skills that the student is expected to acquire from the teaching of the specific course and from the whole curriculum).

Among other provisions, l. 4521/2018 stipulates that the curriculum content is approved by the Senate, following a recommendation by the Sector and with the consent of the Department Assembly.

The recent l. 4653/2020 determines that the Evaluation and Certification Council (SAP), which evaluates Ηigher Εducation Ιnstitutions and individual academic and research units certifies at the latest every five (5) years the quality of the curricula for: 

• all three cycles of Higher Education,

• Lifelong Learning programmes,

• Distance Learning programmes,

• E-learning programmes,

• cooperation programmes with other educational or research institutions in Greece or abroad and new curricula before they start operating, at the request of the relevant  AEI and its respective academic unit.

The curricula of Pedagogical Departments and Teacher Education Faculties include, apart from lessons related to each teaching subject, pedagogical courses and/or psychology courses. The teaching and general education of prospective is performed using a combination of methods, such as:

• face to face teaching

• practical exercises

• written assignments

• workshops etc. 

There are also sample teaching sessions, which enable students to follow the lessons in real classroom conditions. 

With regard to skills and knowledge related to school management, training is not provided in the first - cycle programs of Pedagogical Departments' and Teacher Education Faculties' curricula, but it is mainly the subject of postgraduate studies programmes or the subject of further training for those already serving as education managers.

The majority of teachers of  specialised subjects, who receive initial training at so-called Teacher Education Faculties, such as teachers of Foreign Languages, Physical Education, Arts, Music and Information Technology, are entitled to serve as permanent or substitute teachers in Primary and Secondary Education, provided that the subject they teach is included in the curricula for that level. 

The Departments of Primary and  Pre-school Education award a single degree. 

The principle of specialisation has not been formally established in pre-primary and primary education teachers, but in secondary education, teachers are classified into disciplines according to  their field of specialisation.  The subjects they are assigned to teach are directly related to the qualifications  and titles they acquired in their initial education. In the first (A) assignment teachers cover their compulsory teaching hours. In the second (B) assignment courses are used to supplement their compulsory hours or to meet teaching needs.

For example, french language teachers can undertake the teaching of history in Lower Secondary schools (second assignment).  It should be noted that the teaching of history is primarily the responsibility of Greek Language and Literature teachers, as well as those teaching History and Philosophy of Sciences as a first (A) assignment subject.

During the initial training of prospective teachers, the teaching at all universities and  consequently at the Pedagogical Departments, Teacher Education Faculties and the School of Pedagogical and Technological Education (ASPETE), is carried out by members of the Teaching and Scientific Personnel (DEP) of the corresponding University Departments or by members of the Teaching Personnel of the respective HE departments of the technological sector (TEI). The requirements for the election of (DEP) members are:

•  possession of a doctoral degree,

• relevance to the subject of the position to be filled, either in terms of the topic of the PhD thesis or the candidate's research or scientific work. 

To guide and support the newly appointed teacher, the l. 4823/2021 provided for the appointment of a mentor-educational counselor by  the head of the school unit. Following the initial implementation of the teacher evaluation system, only teachers who have received an "excellent" or "very good" rating in all evaluation domains, can be selected to serve as pedagogical mentors.

According to the provisions of l.4823/2021, introductory training for newly appointed teachers is compulsory during the first two years of service and prior to tenure, for both the administration and the employee. This training takes place within the first two years after the appointment and aims to familiarise the official with the subjects of his/her service and his/her duties as a civil servant in general.

The Supreme Council for Civil Personnel Selection (ASEP), is a Greek independent authority that ensures the legality of appointments and recruitment in the public sector and in education. Vacancies for Primary and Secondary Education teachers, members of Special Education Staff (EEP) and Special Education Assistant Staff (EBP), as well as operational needs of Primary and Secondary Education, are filled through staff selection conducted by the Supreme Council for Civil Personnel Selection (ASEP).This selection is based on the priority criteria outlined in l. 4589/2019 (see 8.2 Unit “Entry to the Profession”).

The first cycle degree awarded by the Pedagogical Departments of pre-primary education, the Pedagogical Department of primary education and Teacher Education Faculties grants its holders the right to participate in the process for the creation of teacher appointment evaluation lists for the relevant  sector. These lists are compiled by ASEP, the authority responsible for the appoitment of permanent teaches and the recruitment of temporary substitute teachers in primary and secondary education.

This possibility is also open to holders of first cycle qualifications, graduates of university departments not included in the Pedagogical or Teacher Education Faculties who may obtain the Certificate of Pedagogical and Teaching Competence either during their studies, if they so wish, or after their appointment.  (see also Unit 8.1 “Institutions, level and models of training” as well as 8.2 “Entry to the profession” and “Pedagogical and Teaching Competence”).

Accordingly, in order to be recruited as infant/child care teacher in municipal nurseries, a first cycle university degree in the field of  infant care is a prerequisite. 

No further qualification is required for assistant infant/child care teacher beyond that obtained during their studies at either higher vocational secondary education or post-secondary non-university education.  

A. The initial training of pre-school and primary education teachers, leading to  public school appointment at the respective level of education, it may also be certified by the following titles:

• a Pedagogical Academy Degree or Nursery schools degree on the condition that graduates hold the equivalence with HE degrees in pedagogy (Presidential Decree 130/1990).

• a degree from a foreign University training Pre-primary / Primary teachers, accompanied by a confirmation of equivalence and correspondence with the respective degrees by the national universities diplomas. The confirmation of equivalence and correspondence may be issued as follows:

  • by the Hellenic National Recognition and Information Center (DOATAP),

  • a decision for recognition of professional qualifications according to the Presidential Decree 38/2010, as supplemented by the provisions of l. 4763/2020.

  • a decision for the recognition of professional equivalence of a HEI’s relevant degree for teacher specialization, issued by the Council for the Recognition of Professional Qualifications (SAEP).

• Degrees from non-EU countries  and an additional certificate of successful attendance of a Special Re-training Program from a Greek University Department of Pre-school or Primary Education.  

B. The initial training of Secondary Education teachers, leading to school appointment at the respective level of education, may also be certified by the following titles:

• A university degree for the respective teacher specialisations. If the title is obtained at a foreign university it should accompanied by a confirmation of equivalence and correspondence with the respective degrees of home diplomas (see above)

• A degree from the Hellenic Open University (EAP), however only for specific teacher specialisations as for example  Physicians or Economists as well as graduates of the programme “Spanish Language and Culture”. Teachers of the above specializations can work in the public education sector as teachers (Ministerial Decision 63486/Ε2/12.04.2017) and l. 4521/2018.

The holders of a Primary or Secondary Education teacher degree from a foreign university, must also have a school leaving certificate:

• from a Hellenic six grade Lower Secondary School,

• a Hellenic Upper Secondary Education School or

• an equivalent Hellenic school leaving certificate. 

Teacher candidates who do not have this leaving certificate or any other Hellenic degree or/and a Hellenic masters degree from a domestic HEI, it is required that they have:

• excellent knowledge of the Greek language (level C2) certified by the Greek Language Center or

• a Certificate of Greek language proficiency issued by the committee of l. 1566/1985.

It is also required that foreign primary and secondary education teachers from countries outside the EU obtain the Greek citizenship.