Secondary art teachers'perceptions of their professional identity and their teaching practice in the State art schools

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Published: May 31, 2023
DOI: https://doi.org/10.12681/hjre.34151
Keywords:
art teachers state secondary schools professional identity perceptions job satisfaction
Elissavet Lintzerakou
National and Kapodistrian University of Athens
https://orcid.org/0000-0002-4670-114X
Eleftheria Argyropoulou
University of Crete
Antonios Spiridakis
University of Crete
https://orcid.org/0000-0002-8874-1369
Abstract

This paper explores the state secondary art school teachers’ perceptions on their professional identity and their teaching practice. Statements of job satisfaction and opinions associated with their work context and the evaluation of their qualifications have been used as the primary data of this research. The paper contains original quantitative research based on a Likert-item questionnaire. Data have been processed statistically with SPSS 23. The findings showed that a. the major problem of the art teachers’ professional identity is the lack of their equal treatment when compared with the teachers of general courses, b. issues of regulation and recognition of special artistic and pedagogical qualifications for certain groups of art teachers (dance and cinema) and, c. the indifference of the Ministry of Education to put an end to these issues and reorganize the regulatory framework for the state secondary art schools. The paper aspires to start a scientific dialogue in the teacher community and the society regarding the importance of teaching arts as separate subjects in secondary schools, the sustainability of the existing secondary art schools and the possibility of increasing their number all over the country in the future.

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