In international literature there are many documented studies which have shown the relationship between leadership and job satisfaction. Specifically, transformational leadership is highly associated with this important and positive work attitude, that is, job satisfaction. The interpretation in a school context is that the director should operate as transformational leader so as to produce better educational outcomes through teachers' job satisfaction. In Greece, little empirical research has been done to investigate the perceptions of teachers about the relationship between transformational leadership and job satisfaction of teachers. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to job satisfaction. The selected research method is a combination of quantitative and qualitative methods, namely using the questionnaire and the interview. The sample consisted of 171 teachers from two types of educational institutions, secondary junior high schools and high schools, of a local directorate of secondary education. The survey results showed that teachers feel substantial satisfaction when the school principal acts as a transformational leader. Demographic variables, the type of school, and work experience, do not affect the views of teachers.

The main objective of this case study is to examine secondary education teachers' opinions concerning the connection of environmental education with the use of experiential teaching methods. Exploring whether the application of experiential methods can upgrade the learning procedure, leading to a more holistic approach, the research focuses on certain aspects of today's educational reality in the field of secondary environmental education. Studying a sample of secondary education teachers in Northern Greece, among the research's main findings is teachers' belief that environmental education can play an important role in today's educational reality, as respondents acknowledge that environmental education in secondary schools can serve as a useful tool for integrating environmental values into students' everyday life.

Vocational Education and Training (VET) and Life-Long Learning (LLL), stand at the forefront of Europe's strategic policies in Education, in response to the lack of students' interest in STEM and the emerging needs for new skills in the labour

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively.

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