Research on school effectiveness indicates that teachers' job satisfaction is a factor which significantly affects many aspects of quality in education. It has been demonstrated

This article examines the interaction between Professional and Social Identity of Greek Primary School Educators. The composition of teacher population in Greek Primary Education is peculiar, as it mainly consists of primary teachers and a smaller number of specialty teachers, who teach foreign languages, physical education, music, visual arts and information technologies. A primary qualitative research was conducted by telephone interviews to 14 established, 8 new and 9 candidate school directors and 12 teachers from the 13 educational regions, while the validity and reliability of the research was ensured through theoretical triangulation and triangulation of data sources, as the participants' roles, specialties and age vary. According to the research findings, primary education consists of teachers’ subcategories with different Professional and Social Identity, which are structured mainly on the basis of specialty, seniority and hierarchy. These Identities are not equivalent, but hierarchical, resulting in the reproduction of intergroup discriminations, social stereotypes and social competition due to the existence of dominant and dominated subcategories. The innovation of this article lies in that it brings forth existing social correlations in the context of primary education, which inevitably affect the content of the Professional and Social Identity of educators.

School context—institutional, community, national socio‐cultural, economic and political—plays an important role in developing the characteristics of a learning organisation. In the last decade, the discussion on the school as a learning organisation (SLO) has emerged in Greece which is characterised by a centralised and highly bureaucratised educational system. However, there is a gap in studying SLOs nationwide in Greece and more importantly in using a valid and tested instrument related specifically to schools. The aim of this study was to examine the validity of the School as Learning Organisations Survey, based on Integrated Model of the School as Learning Organisation, used in a large scale nationwide SLO study in the Greek context and investigate whether two key antecedents, school size and school geographic location, are related to the level of schools' operating as learning organisations (LOs). A quantitative research was conducted in 418 primary schools throughout Greece. Findings showed that the Schools as Learning Organisations scale in the Greek context consisted of six dimensions and 65 items that loaded on these dimensions. Furthermore, “school size” is related to the transformation of schools into LOs. On the contrary, there seems to be no association between school geographic location and the operation of Greek schools as LOs.

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