Teachers’ Job Satisfaction: Factors and Challenges in Crisis-Stricken Greece

Teachers’ job satisfaction is a critical factor influencing the quality of education and the overall well-being of the school community, especially in times of crisis. This study explores the factors affecting Greek teachers’ professional satisfaction within the context of the prolonged economic and social crisis (2008–present). Using a mixed-methods approach (quantitative and qualitative analysis), data were collected from 150 primary school teachers in the Attica region. The research focused on four key domains: working conditions, leadership, professional development, and recognition. The theoretical framework was based on Self-Determination Theory (SDT), Herzberg’s Two-Factor Theory, and the Job Demands–Resources (JD-R) model. Findings indicate that supportive leadership, professional development opportunities, and recognition enhance satisfaction, while excessive bureaucracy, lack of resources, and social pressures act as significant obstacles. The study concludes with policy suggestions and practical recommendations, including the promotion of teacher autonomy, digitalization of administrative tasks, and psychological support services for educators. These measures aim to improve professional well-being and, consequently, the quality of education. The Greek case provides valuable insights into how systemic challenges during crisis periods affect educational professionals, offering implications for both national and international educational policy and research.