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EACEA National Policies Platform:Eurydice
Conditions of Service for Teachers Working in Early Childhood and School Education


9.Teachers and education staff

9.2Conditions of Service for Teachers Working in Early Childhood and School Education

Last update: 9 June 2022

Primary and Secondary Education permanent teachers are public servants and as such, they are subject to the employees’ code for matters not regulated by special provisions applicable to them.  Both permanent teachers’ appointment and provisional substitute teachers’ employment are planned and carried out at central level. Teachers’ transfers, secondments and transplantations at the above-mentioned levels are also carried out centrally, while teaching hours and the amount of time teachers are obliged to spend at school are laid down by regulations common for all teachers throughout the country.
Ιnduction is also governed by rules, common for all teachers, while it is implemented at regional level at special centers, (see Unit 9.2 Induction). Teachers’ advancement, promotion or dismissal fall under the regional service councils’ authority while salary grids, retirement rights, and statutory leaves are subject to the legal framework governing the entire body of public servants.

Planning policy

Permanent teachers’ appointment or provisional substitute and hourly paid teachers’ employment in Primary and Secondary Education as well as permanent teachers’ transfers, secondments and transplantations are carried out after current teaching needs.

Teaching needs arise from:

  • the vacant positions resulting from teachers’ ipso jure retirement, or resignation from the service (organic positions vacancies)
  • the vacant positions due to a long term absence of teachers, childbirth leaves, pregnancy leaves, maternity leaves, sick leaves, educational leaves (operational position vacancies) and also possible redundancy of staff. 

Such needs are identified through the following procedure: 

  • In every school unit data, relating to it, are registered, entered and updated into the electronic system (operating classes, number of students per class in each grade, teachers’ positions, their full names, mandatory hours of work etc.).  Moreover, vacant positions (organic or operational), expected to arise by August 31st, are registered into the same electronic system.
  • The data, each school unit registers, are checked by the corresponding Educational Directorate and are confirmed by the Head of the Directorate.

The number of education gaps resulting from the above mentioned procedure represents the number of existing needs for educational staff.

Entry to the profession

The existing vacant positions (organic and operational) for teachers, Special Teaching Staff (EEP) or Special Auxiliary Staff (EBP) are covered by candidate teachers who have achieved a passing score in the Supreme Council for Civil Personnel Selection (ASEP) tables. The process is implemented on the basis of the recorded operational needs of primary and secondary education schools.
The Supreme Council for Civil Personnel Selection (ASEP), at the request of the Ministry of Education, announces and conducts the process for the classification of teachers in candidate lists according to overall scores. The process takes place every second (2) school year and the classification is in order of priority, by branch (category  of HE degree) and specialty of candidate (law 4589/2019, as supplemented by law 4823/2021).

The appointment or employment of teachers is carried out exclusively by ranking lists of candidates, which are valid until the end of the second school year, following the end of the school year in which they were published in the Government Gazette. The modification of data, in the interim period, is not permitted. (see also transitional provisions of the same law).
These tables are compiled on the basis of predefined, objective criteria (academic, educational experience, social criteria) which are marked. The classification lists are in descending order, as a result of the cumulative scoring of these criteria.
In particular, candidates for appointment or employment are ranked by branch and specialty, in the following ranking tables:

  1. Table A (General Education Teachers)
  2. Table B (Special Education Teachers - EAE)
  3. Table C (C1 Special Teaching Staff (EEP) and C2 Special Auxiliary Staff (EBP)

In the process, ASEP and the Ministry of Education post on their websites the provisional ranking tables.Candidates can file an objection within a specified period of time. After checking the objections, ASEP prepares the final tables, which are published in the Government Gazette.
Teachers interested can submit a candidacy application in the manner specified in the relevant announcement of ASEP. Candidate teachers and members of special education staff who have the formal requirements for appointment in primary or secondary education are accepted in the process.
An additional formal qualification for filling the vacancies of teachers and faculty members is the pedagogical and teaching competence, which is certified either before or after appointment (law 4589/2019). Candidates who already have a validated pedagogical and teaching competence at the time of submission of their application, precede in the ranking over candidates who do not. (see Unit 9.2.1 "Pedagogical and teaching qualifications").
If candidate teachers or other special staff members are appointed without having a certified pedagogical and teaching competence, it is mandatory that they are trained within a period of two (2) years from the date of their appointment (law 4589/2019).
The order of ranking of candidates in the final table is determined on the following criteria:

  • academic criteria (first cycle degree grade, possession of second or third cycle degrees, language skills, certified computer skills, etc.),
  • actual teaching experience,
  • social criteria (parents of two or more children, disability, disability of children, etc.).

For the verification of qualifications of staff of primary and secondary education (see also Unit 9.1. "Alternative training pathways"),
Degrees awarded by foreign educational institutions are accepted, provided that they have recognition of academic equivalence and correspondence by: 

  • the Interdisciplinary Organization for the Recognition of Academic Degrees and Information (DOATAP),
  • a decision for recognition of professional qualifications or 
  • a decision for recognition of professional equivalence for a first cycle degree with a relevant Greek degree for teacher specialization. 
  • Postgraduate degrees and doctoral diplomas awarded by foreign educational institutions abroad require either:
  • recognition of academic equivalence by DOATAP or 
  • recognition of professional equivalence in a subject related to teaching spesialisation. 

Terms of appointment for permanent teachers (law 4589/2019 and law 4653/2020).

Primary and Secondary Education teachers, who have been classified in the above-mentioned rating tables, may apply for schools in specific areas, according to their preference, within a certain period of time. 

Their appointment is based on the position they have in the final ranking list, as well as the teacher’s application for vacancies in different locations by order of preference. The appointing procedure continues up to the point that all the vacant positions have been covered.

Newly appointed teachers are temporarily placed in a vacant position of a school unit in the region of ​​their preference. Their final placement takes place during the transfer process.

The newly appointed primary or secondary school teacher serves for two years as a probationary teacher. At the end of the second year, newly appointed teachers are evaluated so as to become a permanent public school teacher. A Ministerial Decision determines the procedure and the criteria for judging the suitability of the newly appointed.

Newly appointed teachers are required to remain in their placement for at least two school years (see Chapter 9.2. "Mobility and Transfers"). In special education, the newly appointed teacher is obliged to serve in the special education school unit for a period of at least five (5) years.

Employment of provisional substitute teachers (law 4589/2019)

In primary and secondary education provisional substitute teachers are employed in addition to permanently based teachers. Substitute teachers cover vacancies for emerging operational needs. Substitute teachers are on a private law employment contract and are hired for a duration of up to one school year. Their employment takes place upon application and only upon certain conditions so as to cover the following circumstances:

  • If permanent teachers are, for any reason, absent from Primary and Secondary Education schools,
  • If there are extraordinary operating needs arising during the school year,
  • If the teaching and workshop time scheduled in the school programme do not justify the employment of a permanent teacher.
  • The employment of temporary substitute teachers in specific ‘educational areas’ in order to meet the needs of primary and secondary school units, is based on the teachers’ ranking in the aforementioned final ranking tables, compiled by ASEP (see also above) but also on the teachers’ order of preference, as declared in their application.

Employment of hourly paid teachers (law 4589/2019)

In exceptional cases, where other reasons do not allow the employment of a provisional substitute teacher, hourly paid teachers are hired. Hourly paid teachers are on a fixed-term, private law employment contract (IDOX) and are hired for up to one school year. The employment of hourly paid teachers is based on their order of ranking in the final candidate’s ranking tables, as well as the declared preferences.

Every school year, as part of the process of recruitment, candidates for provisional substitute and hourly paid primary and secondary education teaching posts are invited by ministerial decisions to declare the areas of their preference. For school year 2021-2022, the relevant published ministerial decisions were:  100322/Ε1/12-8-2021 and ref. no 164516/Ε1/16/12/2021.

The teaching period served by provisional substitute or hourly paid teachers is considered as a real public education service and is taken into account after their permanent appointment in public education.

Pedagogical and teaching qualifications

Pedagogical and teaching competence is not a formal requirement but an additional formal qualification (law 4589/2019, see also transitional provisions), which can be certified either before or after the appointment of the candidate, through successful attendance of special training programs.

Graduates of non-Teacher Education Faculties can, therefore, acquire pedagogical and teaching proficiency either during their studies or after their completion.

In particular, law 4589/2019 stipulates that pedagogical and teaching proficiency is certified:

  1. With a certificate issued by a Department or collaborating Departments of Higher Education Institutions (HEIs), after attending a group of courses offered under a special curriculum or under the first cycle curriculum or in combination, and are addressed to students or graduates of departments.
  2. By holding:  
  • a degree from the Pedagogical Departments of a University,
  • a postgraduate degree or doctorate in education,
  • a certificate of pedagogical competence of the Higher School of Pedagogical and Technological Education (ASPETE), (law 3027/2002),
  • an ASPETE degree.


Introductory teacher training (induction) is a mandatory form of training. The forms and the content of the training have been determined with the provisions of Presidential Decree 250/1992, as amended by Presidential Decrees 101/1994, 145/1997 and 45/1999.

Introductory training is also mandatory for the appointment of pedagogical staff and pedagogical assistants in the municipal day baby care and child care centres (law 3584/2007).

The Introductory Training Program has a duration of at least one hundred teaching hours and address newly appointed Primary and Secondary teachers. However, provisional substitute teachers can also attend such programmes, but with a reduced duration, due to their previous service ( Presidential Decree 45/1999).

Law 4568/2019 determines the time, the procedure, the way of certification and every issue related to the induction of the teachers and members ofspecial education staff, as well as their training to acquire pedagogical and teaching competence after appointment.

The organization of training, including induction, as well as the support of the planning and the evaluation of the educational project at regional level is a mission of the Regional Centers for Educational Planning (PEKES). PEKES (see Unit 9.3. "Support structures") are supported in their work by the Institute of Educational Policy (IEP) and the relevant services of the Ministry of Education (law 4547/2018).

The Institute of Educational Policy (IEP) is responsible for designing training programmes. The implementation of these programmes is carried out by the Regional Centres for Educational Planning (PEKES). 
The Regional Centres for Educational Planning, established by law 4547/2018, have the following responsibilities:

  • The organization and implementation of training programs for teachers, in collaboration with the Institute of Educational Policy (IEP), for issues relating to the needs of schools. IEP also collaborates with Laboratory Centers (EK) in their area of responsibility;
  • The organization of training seminars;
  • The support of the school units and the Laboratory Centers of their area of ​​responsibility in the process of planning the educational project, as well as its implementation and evaluation;
  • The systematic study of the planning and evaluation reports of the educational work of the school units and the Laboratory Centers of their area of ​​responsibility, in order to index the requests and the needs of the teachers for training and support, and to proceed with the appropriate planning and planning of their work;
  • The information of teachers on modern pedagogical and teaching practices and the introduction of new technologies in educational practice;
  • Informing teachers about curricula, new books, changes in curricula and ways of evaluating courses and students.

Professional status

Permanent Teachers fall under the Permanent Civil Servants category and are subject to the Employees Code in a complimentary way.  Pursuant to article 103 of the Constitution currently in force, public servants, teachers included, placed in organic positions, are permanent employees.  With the exception of cases of withdrawal due to reaching the retirement age limit (‘ipso jure retirement due to age limit’, according to the provisions of law 4369/2016 (which amended the provisions of the Employee Code law 3528/2007), or due to dismissal by court decision, permanent teachers cannot be transferred without prior opinion, or demoted or dismissed without the competent service council’s prior decision (see “Retirement and pensions”).
Newly appointed teachers do not acquire a permanent contract immediately after appointment. They serve for two years as probationary teachers.  At the end of the second year newly appointed teachers are evaluated in order to become permanent. The procedure and the criteria for judging the suitability of the newly appointed teacher are determined by a Ministerial Decision: (law 4589/2019).

The school head prepares a report on the teacher’s performance of duties during the two years’ probationary period and submits it to the relevant Regional Service Council.  Following the Council’s proposal the new teacher acquires the status of a permanent teacher with an Act issued by the relevant regional Director of the Directorate of Primary or Secondary Education  (law 3528/2007- civil servants’ code).
Newly appointed teachers are temporarily placed in a vacant position of a school unit in the area of their preference for appointment by decision of the relevant Director of Education. Their appointment follows a proposal of the relevant Regional Service Council of Primary or Secondary Education (PYSPE or PYSDE) or the Regional Service Council of Special Education Staff (PYSEEP). Their final placement takes place after all vacancies and teacher transfers are completed. (law 4653/2020).
In addition, they are obliged to remain in their area of appointment for a period of at least two (2) school years. Any change of service, such as secondment or transfer, during the above-mentioned period, is not allowed. In case of appointment to Special Education and Training schools (EAE), the newly appointed teacher is obliged to serve in the EAE for a period of at least five (5) years (law 4653/2020).
As regards substitute teachers, they are employed under a fixed-term contract governed by private law, while according to current provisions, the employment agency (the relevant Minister) is not granted the discretion to employ substitute teachers for a period shorter than the school year.
Especially for private-law staff under definite duration, the recruitment decision shall also define the duration of the employment. 

Salary and Grade Profession

According to law 4354/2015, teaching staff is promoted in terms of salary regardless of seniority. Salary classification and progression is regulated by the provisions of Law 4354/2015, amended by law 4484/2017 and law 4485/2017, in combination with ref. no. 2/ 31029/ ΔΕΠ / 06-05-2016 circular of the General Accounting Office (GLK) (see also Unit 9.2. “Salaries”).
The special provisions of law 4354/2015 and law 1566/1985 regarding the staff classification and progression grade for primary and secondary school teachers and their promotion from grade to grade, are maintained in force. The teaching staff progression grades are divided into three categories: C (introductory), B and A (senior).

Replacement measures

If permanent teachers are, for any reason, absent from Primary and Secondary Education schools or if there are extraordinary school operating needs arising during the school year, provisional full-time or part-time substitute teachers are recruited under a fixed-term employment contract governed by private law (IDOX), after submitting a relevant request. (see Unit 9.2 “Entry to the profession”).
In exceptional cases where there are objective reasons not permitting the  provisional substitute teacher’s employment in Primary and Secondary Education school units, hourly paid teachers are recruited after submitting a relevant request.  They are recruited under a fixed-term employment contract governed by private law (IDOX), in order to cover the teaching hours dictated by the school timetable.
Law 4572/2018, as amended by law 4653/2020, regulates issues of replacement of education officials (e.g. the Regional Directors of Education are replaced in their duties by the Director of Primary or Secondary Education of the relevant Regional Directorate of Education). Similarly, law 1566/1985, as amended by law 4547/2018 stipulates that if there is no school head in a two- or three-class capacity primary school or kindergarten, the temporary exercise of school head duties is assigned to a senior permanent teacher with the longest  serving years in an organic position of the school unit.

Supporting measures

School monitoring and supporting measures are provided with law 4547/2018, which foresees the establishment of the following institutions and positions:

  • The Regional Educational Planning Centers (PEKES). Its mission is the educational planning, monitoring, coordination and support of the educational work of public and private school units. Likewise, PEKES support and coordinate the work of:

    • Laboratory Centres (EK), 
    • Educational and Counseling Support Centers (KESY), 
    • Training Centres for Sustainability (KEA) and 
    • Sciences Lab Centres (EKFE) in their area of responsibility.

PEKES are also responsible for the scientific and pedagogical support of public and private education teachers, their training, including the induction of teachers, as well as the evaluation of educational work at regional level. For the staffing of PEKES, positions of Education Work Coordinators are recommended.

  • The Education Work Coordinators have the scientific and pedagogical responsibility for the teachers’ support in schools and laboratory centers (EK) in their area of responsibility and provide them with their scientific and advisory support in matters of educational and pedagogical practice. Education Work Coordinators encourage teachers to take initiatives and develop innovative actions and collaborations, to optimize the pedagogical and teaching practice and achieve educational goals. (Ministerial Decision ref. no. 158733/ ΓΔ4/ 2018).
  • The Educational and Counselling Support Centers (KESY) are a decentralized structure of the educational system and operate in the Regional Directorates of Education. Their mission is to support the schools and School Lab Centres  in their area of responsibility in order to ensure equal access to education for all students without exception. The work of KESYs also concern:
    • the identification of educational and mental health needs (individual and group related), 
    • the evaluation, planning and implementation of educational and mental health interventions, 
    • vocational guidance actions, 
    • provision of information, learning offer and trainings and 
    • raising the awareness of society as a whole. 
  • School Educational Support Networks (SDEY) and Interdisciplinary Educational Evaluation and Support Committees (EDEAY). SDEYs are established by decision of the Regional Director of Education. They consist of school units and EK of Primary and Secondary General and Vocational Education, as well as schools units of Special Education and Training. They aim to promote cooperation and coordination of school units’ and EKs’ work, to ensure equal access for all students without exception to education and the promotion of their psychosocial health.
  • One (1) School Unit of Special Education and Training (SMEAE), defined to operate as the Support Center of each SDEY.
  • Educational Evaluation and Support Committees (DEAY) are responsible bodies for the educational evaluation and support of pupils and the school community. They operate in every school unit that belongs to the school network of Educational Support (SDEY), they support the teachers of the school units in matters of differentiated teaching methods’ application, and alternative forms of learning.
  • Training Centers for Sustainability (KEA). The Environmental Education Centers (KPE) (PD 18/2018) are transformed into Sustainability Training Centers (KEA). KEA supports the school units regarding:
    • the elaboration and the implementation of educational action plans for sustainability, 
    • the participation of teachers and students in European programs, 
    • the production of educational material, 
    • the organization of training programs and the provision of teacher training.
  • The Centres for Environmental Education (KPE) continue to operate for the school year 2019-2020. The mission of Centres for Environmental Education is:
    •  to support school units on issues related to sustainable education, with an emphasis on the environment and areas related to sustainable development, such as health promotion and culture;
    •  the interconnection of the educational community and the local community, for the promotion of sustainable solutions to local issues.
  • Teacher teams and school teams: School units establish a new practise, the teaming of teachers who teach the same or related subjects or teach in the same class. They meet on a regular basis throughout the school year. In the meetings of each group the teachers cooperate with the aim of the joint planning of the teaching, the exchange of ideas and teaching material, as well as the evaluation of the implementation results of the planned educational work. The groups of teachers cooperate systematically with the Education Work Coordinators of the respective specialisations.
  • Diagnostic, evaluation and support bodies: The special educational needs of students with disabilities or with special educational needs are identified and certified by the KESY, EDEAY and the recognized Communal Mental Health Centers for Children and Adolescents, which fall in the competence of other Ministries.

According to Presidential Decree 79/2017, as amended and in force, the treatment of pupils who have severe learning difficulties or behavioral problems requires cooperation of: 

  • the class teacher with the Principal or the Head of the school, 
  • the teacher of the integration class, 
  • the parents/ guardians in the context of the educational support group’ operation of the students or 
  • the local Interdisciplinary Educational Evaluation and Support Committees (EDEAY) and the relevant Educational and Counselling Support Centers (KESY), 
  • the responsible Coordinator of Education Work  and the Work Coordinator of Special Education Work for Special Education and Inclusive Education, as well as the cooperation of the competent services and bodies for the protection and support of children and their families.

School Heads are obliged to help teachers at the school units under their direction.
Law 3848/2010 provides for the appointment of a Mentor for the guidance and support of the newly appointed teacher, but its implementation is still pending.


Law 4024/2011introduced a new system for the calculation of salaries for all public servants and proceeded with the abolition of most bonuses and benefits. It should be noted that a salary cut was marked in 2012/2013 due to the economic crisis.
By virtue of law 4354/2015, a reclassification of all public servants has been introduced. Teachers that serve in Public Primary and Secondary Education Schools are also affected by this change.  They are promoted on a pay scale.  The introductory pay scale is MK1 and the final one is MK19.  Civil servants' payroll calculation is also defined by law 4354/2015 and the circular with ref. no. 2/ 31029/ DEP/ 06-05-2016 of the General Accounting Office of the State (GLK).

Indicatively, we mention that a teacher being in service from 0 to 2 years ( Pay Scale 1 - MK 1) gets 1,092 euros (gross earnings), while a teacher serving for 36-38 years (Pay Scale 19  - MK 19), gets 2,154 (gross earnings).
It is required that the teacher (public servant) has completed at least two (2) years of service in the lowest pay scale, in order to  progress from the lowest  to the highest pay scale.  Holders of a postgraduate degree advance in two pay scales while the doctorate gives a precedence of six pay scale. 
Law 4093/2012 repealed the Christmas and Easter bonuses and the Annual Leave benefit.  The allowance for teachers serving at remote border areas and problem areas remains (which is set at 1,200 euros per year) as does the family allowance for minors and for children under the age of 24 years, who are studying in tertiary education. 
Teachers who occupy positions of responsibility receive a special allowance for the position (law 4547/2018). A joint ministerial decision of the Ministers of Finance and Education and Religious Affairs (law 4369/2016) provides for the extra compensation of 
public school teachers and private sector teachers who participate in various ways in the processes of organization, conduct, support, assessments/ re-assessments and publication of results.

Working time and holidays

Teaching hours - time spent at the school unit

As regards teachers’ working time, all teachers of Primary and Secondary Education school units are obliged to remain at school during the working days beyond their teaching hours (law 4512/2018) in order to offer other kinds of services that have to do with:

  • the general educational work, or,
  • tasks assigned to them by the school administrative bodies (i.e the head of the school)

The teachers’ work, apart from teaching, usually involves matters contributing to the school’s smooth operation such as:

  • the preparation of supervisory training material and laboratory exercises,
  • the correction of works and competitions, 
  • the registration-updating of the students' assessment, 
  • participation in the preparation and holding of festivities, 
  • sporting and cultural events, 
  • the planning and evaluation of education work, 
  • the supervision of school meals,
  • informing parents and guardians,
  • the keeping of school books and the execution of administrative tasks, etc.

In any case, compulsory working time cannot exceed 6 hours per day and 30 hours per week for teachers without or with administrative tasks such as Heads, Deputy Heads of school units and school laboratories Directors, Pre-primary school teachers included (law 4115/2013). Law 3979/2011 applies to permanent staff under a private-law employment relationship of indefinite duration that are employed at 1st and 2nd degree OTA childcare centers and nurseries, which states that the weekly hours of work have been forty (40).

Teachers’ compulsory teaching time per week is determined based on their branch, years of prior service and their administrative position as follows:

Primary education

Ministerial Decision 127187/Ε1/2016  regulates the compulsory weekly teaching schedule of teachers’ in Pre-Primary education schools in a way similar to that of teachers’ serving in Primary Education schools.

Heads of pre-primary schools (nipiagogeia)

  • 20 hours per week in four-teacher and five-teacher schools
  • 12 hours in six-teacher schools

Teachers serving in one-teacher, two-teacher and three-teacher pre-primary schools, independently of their grade or years of service

  • 25 hours.

Teachers serving in four-teacher schools or over than that

  • 24 hours, if they have up to 10 years of service
  • 23 hours, if they have 10 to 15 years of service
  • 22 hours, if they have 15 to 20 years of service
  • 21 hours, if they have over 20 years of service

By law 4547/ 2018 compulsory weekly teaching schedule is regulated as follows:
School Principals of primary schools

  • 18 hours, in four-teacher and five-teacher schools
  • 10 hours, in six-teacher up to nine-teacher schools
  • 8 hours in ten-teacher and eleven-teacher schools
  • 6 hours in twelve-teacher schools and over than that.

 The weekly compulsory teaching time of teachers that are selected as deputy principals in primary schools is reduced by two (2) hours during their term.

Teachers, independently of their grade and years of service:

  • 25 hours in one-teacher, two-teacher and three-teacher primary schools

Teachers serving in four-teacher primary schools or more:

  • 24 hours, if they have up to 10 years of service
  • 23 hours, if they have 10 up to 15 years of service
  • 22 hours, if they have 15 up to 20 years of service
  • 21 hours, if they have over 20 years of service.

Secondary education

Educational Staff of all branches and specialisations holding a University degree

  • 23 hours, if they have up to 6 years of service
  • 21 hours, if they have 6 years and one day up to 12 years of service 
  • 20 hours, if they have 12 years and one day up to 20 years of service 

Workshop teachers of sectors falling under ΤΕ01( Technological Education)

  • 24 hours, if they have up to 7 years of service
  • 21 hours, if they have 7 years and one day up to 13 years of service
  • 20 hours, if they have 13 years and one day up to 20 years of service

Compulsory teaching schedule for heads of school units and school laboratory centers directors is as follows:

Principals of School Units

  • 10 hours, when the respective school units have between 3 and 5 classes
  • 9 hours, when they have between  6 and  9 classes 
  • 7 hours, when they have 10 to 12 classes
  • 5 hours, when they have more than 12 classes.

Heads of School Laboratory Centers

  • 10 hours

Deputy Principals of School Units and Staff in charge of School Laboratory Centers Sectors

  • 16 hours

Staff in charge of Laboratories

  • 20 hours

Master Technicians of sector DΕ01

  • 28 hours

Technicians of sector DΕ01

  • 30 hours

The above-mentioned teaching schedule for Secondary Education teachers has been in force since September 1st, 2013, (law 4152/2013) while, upon completion of 20 years of service, the education staff of said level has a reduced by two hours schedule on a weekly basis. 
It should be noted that part-time substitute teachers’ schedule ranges from 9 up to 15 hours per week (for both education levels), while hourly paid teachers’ teaching schedule does not exceed eight hours per week (law 4589/2019).
It is pointed out that full time substitute teachers’ teaching schedule is 24 hours per week in Primary Education, 23 hours per week in secondary education, while it is subject to reduction depending on the teacher’s years of prior service and based on what is respectively provided for permanent employees.

Completing teaching hours of the compulsory schedule 

Teachers who do not complete their compulsory teaching time may be occupied so as to complete their compulsory teaching time as follows:

  1. in remedial teaching programs or additional teaching support, in the school they serve or in the adjacent school (law 4203/2013 article 25, as amended and in force).
  2. for secretarial support at or near the school where they serve; and
  3. in education administration services in the Directorate of Education to which they belong.

The completion of teaching time for joint specialties in primary and secondary education may be carried out in school units of either (2) levels of education, preferably at the school unit of the level at which the teacher is serving.


During the school year, Primary and Secondary Education teachers are entitled to holidays amounting to two weeks during Christmas time and two weeks during Easter time.  
After the end of the school year, more specifically as of June 22nd for Primary education and June 30th for Secondary Education and until August 31st, Primary and Secondary Education teachers do not go to schools given that they remain closed because of summer holidays with the exception of just one day per week (for handling administrative issues). Primary and Secondary Education teaching staff is not granted regular leaves of absence, with the exception of emergency reasons in which case they do not exceed ten working days per year.  However, when conditions allow or demand it, several types of paid or unpaid leaves are granted, depending on the case, such as educational leaves, childbirth leaves, pregnancy leaves, leaves of absence for monitoring children’s upbringing, special parental leaves, recovery leaves etc.
The operation of Childcare Centers-Nurseries’ is defined by the Standard Operating Regulations of Municipal Childcare Centers-Nurseries (Ministerial Decision 41087/29.11.2017).  They operate five days a week, i.e. from Monday to Friday commencing on September 1 and ending on July 31. In areas where the mothers’ employment peaks during the summer period, the Childcare Center is able to operate in August and shut down for a total of one month during the months of  May to September.
The Childcare Centers-Nurseries do not operate from December 24 until January 5 and from Holy Thursday until the Sunday after Easter.  The Childcare Centers-Nurseries also close during the official Public Services holidays, on the name day the Patron Saint of the Municipality or Community in which the Childcare Centers-Nurseries operates, or during a National Local celebration.  The Childcare Centers-Nurseries operate from 07:00 a.m until 16.00 p.m.  In cases that the Childcare Centers-Nurseries are part of the Municipal services, their working hours may be extended for an extra two.

Promotion- advancement

Teachers are promoted from one grade to the next upon completion of the time of service stipulated by law and following the competent service council’s relevant decision (law 1566/1985). According to law 3528/2007, non-attendance of the induction affects the promotion of teachers. Employees/teachers who have completed induction, are promoted to the next grade retroactively.
In order to staff public education officer posts, teachers can be chosen on the basis of choice ranking lists and proposals (see unit 9.2 “Education Officers”), provided that they meet the essential qualification requirements specified by the law. Criteria vary by level of position and include pay scale, teaching time, relevance between the position and the teacher's specialisation, or possibly, additional higher education qualifications e.t.c.

Education officers

Education Officers (law 4351/2015) can be the following:

  • Regional education directors
  • Directors of primary and secondary education
  • Coordinators of the Education Work.
  • Heads of Educational and Counselling Support Centers (KESY)
  • Kindergarten Directors
  • Primary School Principals
  • Principals of lower secondary schools / general upper secondary schools (GEL) / Vocational upper secondary schools (EPAL) / Laboratory Centers (EK)
  • Directors of special kindergartens
  • Principals of special primary schools
  • Directors of special education and training lower secondary schools (EAE) / Directors of special education and training upper secondary
  • Directors of single special vocational lower and upper secondary schools- or special vocational lower secondary schools or special vocational upper secondary schools
  • Principals of experimental primary schools
  • Principals of experimental and model general lower and upper secondary schools
  • Principals of music schools / art schools
  • Directors of special vocational training laboratories (EEEEK)
  • Organizational coordinators of the regional educational planning centers (PEKES)
  • Heads of Sustainability Training Centers (KEA)
  • Heads of education departments with the directorates of primary and secondary education
  • Heads of two- and three-class kindergartens and primary schools
  • Heads of experimental kindergartens
  • Heads of two- and three-class experimental primary schools
  • Heads of special kindergartens
  • Heads of special primary schools
  • Deputy principals of primary / secondary schools / laboratory centers (EK)
  • Heads of Laboratory Centers (EK)
  • Deputy Principals of Special Education and Training School Units (SMEAE) in primary / secondary education
  • Directors of the Minority Education Office in the regional directorate of Eastern Macedonia and Thrace.

Prerequisites for the selection of teachers in a position of responsibility are the highest grade A and the certified knowledge of Information and Communication Technologies (ICT) A level. Teachers who are obliged to leave the service due to retirement within one (1) year from the date of expiration of the deadline for submission of applications, are not allowed to apply for the position of education executive.

General selection criteria are:

  • academic background as well as                                                                       
  • administrative and teaching experience 
  • personality and general background. (law 4547/2018).

For the selection and placement of education officers (Regional Directors of Education, the Directors of Primary and Secondary Education, the Directors of all types and levels of school units, the Coordinators of Education Work and the Heads of KESY), evaluation tables are compiled and candidates are classified according to the total sum of points gathered when processing the criteria.
The selection criteria are evaluated with a specific scoring that ensures the integrity of the process (law 4547/2018).

Coordinators of Education Work are teachers who have served in primary or secondary education for a minimum of twelve years; they must also have provided teaching services for a minimum of ten (10) consecutive years and have knowledge of a foreign language of a level at least B2 (good knowledge). 
Other Education Officers
All other education officers, are public education teachers selected on the basis of proposals prepared by the competent bodies (Ministry of Education, Regional Directors of Education, etc.). For example, the Organizational Coordinators of PEKES are appointed by a Ministerial Decision, following a proposal of the Regional Selection Council.

Mobility and Tranfers

Primary and Secondary Education teachers are shifted either in the form of transfers within the country or in the form of secondments within and outside the country. Transfers are implemented either for the benefit of the service, or due to staff redundancy or due to the teachers’ relevant request. By virtue of law 4093/2012, transfers are implemented in cases of staff redundancy for the benefit of the National Economy and the educational system quality and at public expense, from one Education Directorate to another, from one school to another throughout the country, irrespective of the educational level or organic position. 
According to Presidential Decrees 50/1996 and 100/1997, Primary and Secondary Education teacher transfers, are divided into:

  • Τeaching staff transfers from and to Experimental, Music, Art, Ecclesiastical schools as well as to schools for the Greek Expatriates’ Children
  • Teaching staff transfers from and to Special Education and Training school units (SMEA)
  • Teaching staff mutual transfers
  • Teaching staff transfers from one transfer area to another (prefectures or geographical entities smaller than prefectures are considered as such)
  • Teaching staff transfers from one school to another within the same transfer area
  • Teaching staff transfers due to teaching staff redundancy in experimental schools, music schools, schools for the children of the Greek expatriates and Special Education and Training schools
  • Special categories’ transfers (large families’ members, the disabled e.t.c).

Transfer applications are usually submitted by teachers electronically through the Teaching Staff Registration Management System and Transfer Applications Submission System.
Submission of transfer applications is held every year in November.
In order for teachers to have the right for transfer application, completion of at least one year of service in their organic position, be completed by August 31st of the year in which transfers are concluded, is required (law 4115/2013).  As regards special categories’ transfers completion of one year of service in the organic position in question is not required. 
The Central Service Councils for Primary and Secondary Education (KYSPE and KYSDE respectively) as well as the Regional Service Councils (PYSPE, PYSDE) are the competent bodies for Primary and Secondary Education teachers’ transfers.  Most transfer categories are examined by the central service councils and are executed by Ministerial Decisions, while transfers from one school to another within the same area, fall under the regional education councils’ exclusive responsibility.
The criteria for the teachers’ transfers are:

  • Overall time of service
  • Joint service
  • Family reasons
  • Living conditions in the school seats where they used to serve or are still serving
  • Locality
  • Teachers’ top-ranking preference

Secondments occur either in the case of exceptional service related needs or due to teachers related needs, such as heavy or refractory diseases afflicting teachers themselves or members of their family by decision of the Minister of Education, Research and Religious Affairs and following the reasoned opinion of the competent service council.  In addition to health and family reasons, further secondment criteria are the teachers overall time of service, joint service, and locality.  Teachers are seconded either from one school unit to another or to the Ministry of Education Central Service or to the Primary and Secondary Education Directorates, or to legal entities of public law supervised by the Ministry or even to Greek schools abroad.  By virtue of law 3848/2010, decisions for secondments are not executed until the operational needs of the school the teachers are seconded from are met. Secondments to schools in the country, to the central service of the Ministry of Education Research and Religious Affairs as well as to legal entities of public law supervised by the Ministry last one school year and end on August 31st every year.
Transferred and seconded teachers within the country maintain their salary status. 
Transplantations of teachers and members of EEP and EBP to vacant organic positions of another specialisation, for which they have acquired the special formal qualifications for appointment, are allowed, if the interested parties have completed five (5) years of educational service in the specialisation they serve (law 4589).
New appointees are required to remain in their placement for a period of at least two (2) school years. Any official change that brings about a change in this placement, such as secondment or transfer, is not allowed (law 4589/2019).


Preschool, Primary and Secondary Education Teachers on permanent tenure may be dismissed in accordance with law 3528/2007, as amended, and in effect, with law 4325/2015 and law 4369/2016, on the following grounds:

  • disciplinary action and permanent duty suspension
  • physical or mental incapacity upon interpretation issued by the respective Second Degree Health Committee
  • permanent termination of the post 
  • ipso jure dismissal at the completion of the 67th year of age (Law 4369/2016).

In any of the above-mentioned cases, vacancies resulting from dismissals are filled following the transfers, secondments or substitute teachers’ employment procedures.
According to law 4186/2013 andlaw 4386/2016, resignation also results in termination of employment.

Retirement and pensions

Law 4369/2016regulates the automatic termination of employment for public sector servants. More specifically, the 67th year of age marks the age limit for the ipso jure dismissal of employees who fall under the decrees of the Law above. If they have completed 40 years of insurance (i.e pensionable service), then employees have the right to retire and receive full pension at the 42nd year of age. 
Dismissals of primary and secondary school teachers take place at the end of the school year (June 21 and 30 of each year for Primary and Secondary Education respectively), after teachers have reached the indicated highest age limit.  Day of birth for the application of the provision above is taken to be the 31st of December of the year of the employee’s birth.