The Effect of Primary School Teachers’ Experiences on the Signification of Their Pedagogical Work as a Result of the Consequences of the Economic Crisis in Their Everyday Reality
Gerasimos S. Koustourakis, Anna Asimaki, Theodora Giachali

Abstract
The aim of this paper is to investigate, using concepts from the theory of Alfred Schutz, the lived experiences of teachers in Greek primary education in terms of the consequences of the economic crisis on their everyday reality, and the meaning they attach to their educational-pedagogical work in comparison with the pre-crisis period. The research was carried out during the 2016-2017 school year using semi-structured interviews. The sample was made up of 20 teachers from public primary schools in Patras. The most significant findings of the research revealed that the teachers’ lived experiences of the consequences of the economic crisis in their everyday reality were defined by the cut in their salary, the reduction in their buying power and the creation of economic and social problems and difficulties within their families. Moreover, it emerged that the economic crisis did not affect their educational-pedagogical work in comparison with the pre-crisis period.

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