Angeliki Kokkosi, Maria Poulou, Gerasimos Koustourakis, Nikolaos Chaniotakis


This article examines the perceptions of preschool teachers in reference to their role in the school context. In recent years teachers have been obliged to take on additional roles. Except for solving problems related to the pedagogical process, they should be able to solve general issues related to the operation of the school unit. The qualitative method was followed for the design of the research tool and its analysis. The research involved 47 preschool teachers of public kindergartens in Western Greece. In order to study the perceptions of preschool teachers about their role in the school context we, used an open-ended question. For greater validity of their answers, preschool teachers are asked to answer in two questions. In the first question, the participants describe their role using literal language while in the second question the participants describe their role using metaphors-metaphorical images. The results of the study as far as the first question is concerned, which regarded preschool teachers’ perception of the use of literal language, recorded sixteen (16) categories. The second question, regarding the perceptions of preschool teachers about the use of metaphors-metaphorical images resulted in eight (8) categories. The NVivo-8 qualitative analysis software was utilized for data analysis.


Article visualizations:

Hit counter


preschool teachers, perceptions, role, school context, metaphor

Full Text:



Adams, R. S. (1970). Analysing the teacher's role. Educational Research, 12(2), 121-127. doi: 10.1080/0013188700120205

Ahonen, E., Pyhältö, K., Pietarinen, J., & Soini, T. (2014). Teachers’ professional beliefs about their roles and the pupils’ roles in the school. Teacher Development, 18(2), 177-197. doi: 10.1080/13664530.2014.900818

Anastasiou, E. (2017). The professional development of the teacher through the self-evaluation procedures of the school. Exploring the views of primary school teachers. Master Thesis, University of Ioannina/P.T.D.E., Ioannina. [In Greek].

Androutsou A., Kortesi-Dafermou Ch., Tsafos V. (2016). Observation as a tool for teachers: Understanding the context as a foundation for building an understanding of the educational process, In V. Tsafos (Ed.), Exploring and understanding the parameters of the educational process (pp. 41-173). Athens: Gutenberg. [In Greek].

Arsenijević, J., & Maljković, M. (2016). Teachers’ roles in relation to the ownership structure of a faculty. Procedia Technology, 22, 1152-1159. doi:10.1016/j.protcy.2016.01.162

Avgitidou, S., & Gourgiotou, E. (2016). Teachers as reflection professionals. In Avgitidou Sofia, Tzekaki Marianna, Tsafos Vasilis (Eds) Candidate teachers observe, intervene and reflect: suggestions for supporting their internship. Α’ issue, (pp. 9-92). Athens: Gutenberg. [In Greek]

Bates, F. L., & Harvey, C. C. (1975). The structure of social systems. New York: Wiley.

Ben-Peretz, M., Mendelson, N., & Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19(2), 277-290. doi:10.1016/S0742-051X(02)00100-2

Borich, G. D. (1999). Dimensions of self that influence effective teaching. In R. P. Lipka & T. M. Brinthaupt (eds.), The role of self in teacher development. Albany: State University of New York Press, 92-117.

Broeder, P., & Stokmans, M. J. W. (2012). The teacher as reflective practitioner: Professional roles and competence domains. International Proceedings of Economics Development and Research, 33, 5-9.

Bryman, A. (2017). Quantitative and qualitative research: further reflections on their integration. In Mixing methods: Qualitative and quantitative research. London: Routledge.

Burke, P. J. (1997). An identity model for network exchange. American Sociological Review, 63(1), 134-150. doi: 10.2307/2657456

Carter, K. (1990). Meaning and metaphor: Case knowledge in teaching. Theory into practice, 29(2), 109-115. doi: 10.1080/00405849009543440

Cohen, L., Manion, L., & Morrison, K. (2008). Methodology of educational research. Athens: Metaichmio. [In Greek].

Collier, S. T. (2010). Reflection as a social problem-solving process. In E. G. Pultorak (Ed.), The purposes, practices, and professionalism of teacher reflectivity: Insights for twenty-first-century teachers and students (pp. 25-44.). United Kingdom: Rowman & Littlefield education.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Domović, V., Vidović Vlasta, V., & Bouillet, D. (2016). Student teachers’ beliefs about the teacher’s role in inclusive education. European Journal of Special Needs Education, 32(2), 1-16. doi: 10.1080/08856257.2016.1194571

Folerou-Tserouli, F., & Freiderikou, Α. (1993). Primary School Teachers: a sociological approach. Athens: Ypsilon Books. [In Greek].

Fridaki, E. (2015). The Professional Identity of the Teacher and the Future of Teaching. Athens: Kritiki. [In Greek].

Heckscher, C. & Applegate, L. M. (1994). Introduction. In C. Heckscher, & A. Donnellson (Eds.), The post bureaucratic organization (pp. 1–14). Thousand Oaks, CA: Sage.

Holland, D., Lachicotte Jr, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Harvard University Press.

Iosifidis, Th. (2017). Quality research methods and sciences of the social sciences. Athens: Tziolas. [In Greek].

Kalouri-Antonopoulou, O., & Sigalas, Ch. (2006). General Teaching Methodology. General Psychopedagogical Issues. Athens: Metaichmio. [In Greek].

Kantas, K. (2015). The crucial role of the teacher in the modern school. Rhodes: Veretta. [In Greek].

Karras, K. (2011). The teacher in a changing world: A challenge for pedagogy today. Athens: Gutenberg. [In Greek].

Kokkosi, A., Poulou, M., Koustourakis, G., & Chaniotakis, N. (2021a). Preschool teachers' self-reflection issues. Mediterranean Journal of Education, 1(1), 66-76.

Kokkosi, A., Poulou, M., Koustourakis, G., & Chaniotakis, N. (2021b). Preschool teachers’ perceptions of their role in relation to their students. European Journal of Education Studies, 8(8), 229-243. DOI: 10.46827/ejes.v8i8.3855

Konstantinou, Ch. (2015). The good school, the competent teacher and the appropriate education as pedagogical theory and practice. Athens: Gutenberg. [In Greek].

Konstantinou, Ch., & Embalotis, A. (2001). The role of the teacher in relation to the functions of the school and the curricula in the pedagogical departments. (University of Ioannina, School of Education, Department of Primary Education). Available from the University of Ioannina - Olympia:

Kossivaki, F. (2003). The Educator’s Role in the Meta Modernist School: Teachers Expectations, Perspectives, Limits, Attitudes and Beliefs, Regarding Their Teaching Alertness. Athens: Gutenberg. [In Greek].

Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European journal of teacher education, 33(1), 3-18.

Levinson, D. J. (1986). A conception of adult development. American psychologist, 41(1), 3.

Linton, R. (1936). The study of man. New York.

Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. Rotterdam: Springer Science & Business Media.

Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33. doi: 10.5937/ijcrsee1802033M

Matsaggouras, H. (1996). Theory and practice of teaching Volume One: Theory of teaching. Athens: Symmetry. [In Greek].

Mavrogiorgos, G. (1998). Teachers and your eyes. Modern Education: Quarterly Review of Educational Issues, (100), 42-44. [In Greek].

Ntouskas, N. (2007). The role of the teacher in the modern school. Epistimoniko Vima, 6(1), 12-15. [In Greek].

Papaoikonomou, A. (2014). A sociological view of the role of the teacher in the teaching practice. [In Greek].

Robson, C. (2007). Real world research: A resource for social scientists and practitioner-researchers. Athens: Gutenberg. [In Greek].

Saban, A. (2010). Prospective teachers' metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290-305. doi: 10.1016/j.tate.2009.03.017

Tsardakis, D. (1995). The social theory of roles. Athens: Skaravaios. [In Greek].

Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293-310. doi: 10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7

Yob, I. M. (2003). Thinking constructively with metaphors. Studies in Philosophy and Education, 22(2), 127-138.

Xochellis, P. (2006). The teacher in the modern world. Athens: Tipothito/ Dardanos. [In Greek].

Zhao, H., Coombs, S., & Zhou, X. (2010). Developing professional knowledge about teachers through metaphor research: facilitating a process of change. Teacher Development, 14(3), 381-395. doi: 10.1080/13664530.2010.504024



  • There are currently no refbacks.

Copyright (c) 2022 Angeliki Kokkosi, Maria Poulou, Gerasimos Koustourakis, Nikolaos Chaniotakis

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).