Training Needs Analysis of
Teachers in Multigrade schools in
Greece
University of the Aegean
Training Needs Analysis of Teachers in Multigrade schools in
Greece
Report for MUSE project
1. Introduction
This report, written for the MUSE project, is based on a study conducted in the
years 2000-2001 and a new research conducted in 2002 and 2003 that
concerns headmasters and teachers in multigrade schools from all over
Greece. The results of the study have been analysed during the MUSE project
period in order to address the analysis of the training needs of teachers in
multigrade schools in Greece, which is one of the components of the MUSE
study.
2. A brief presentation of Greece’s educational system
The general guidelines of the Greek educational system are defined below:
Primary Education includes pre school education and primary school (6
years)
Secondary Education includes gymnasium (3 years) and Lyceum (3 years)
Tertiary education that includes Universities (4-6 years) and Technological
institutions (3-4 years)
Attendance is compulsory for the 9 years that correspond to primary school
and gymnasium.
In reference to primary education, the curriculum of subjects that should be
taught is common nationwide and is determined by the ministry of Education.
Students enroll in Primary School in the 6th year of their life. In all six grades,
among other modules, the following are taught: Greek Language,
mathematics, History, religion, physics, chemistry, geography, study of
environment, civil education, music, art education and physical exercise. From
the third grade, the study of a foreign language is also included in the
timetable.
Weekly Timetable of a Six Grade “Standard” Primary
School
Grades
Α
Β
C
D
E
F
9
5
4
-
9
5
4
-
2
9
4
2
3
-
2
9
4
2
3
-
2
8
4
2
1
3
1
2
8
4
2
1
3
1
Subjects
Religion us
Language
Mathematics
History
Environment Study
Geography
Physics
Social & Political Educ.
Aesthetics
School Life
English
Physical Education
4
1
2
4
1
2
4
2
4
3
2
2
3
2
2
3
2
Total Number of Hours
25
25
26
29
28
28
Table 1. Weekly Timetable of a Six Grade Primary School
The number of teachers employed in each school depends on the number of
students per class. The limit number in each grade is 25 students. If there are
more (even if that is 26), the class is divided into two (with 13 persons each),
with two teachers. If the total amount of teachers is greater than 6, then
specialized personnel joins also the school. The specialized personnel
teaches music, physical exercise and foreign language.
If the school has less than 6 teachers, then the headmaster teaches a class
too. In schools with more than 6 teachers the headmaster has very few, if any,
teaching duties. He/She is then concentrated in purely administrative work
and liasing between the school and local authorities. This kind of job is timeconsuming but also very important, particularly since local authorities are
responsible for schools’ maintenance and finances. Finally, according to the
needs, it is possible for a school to employ a teacher responsible for students
with learning difficulties or/and for foreign students.
3. Multigrade schools in Greece
Multi grade schools are an exception of the system described above: there is
a different policy and infrastructure that applies for them. Multi-grade and
single teacher schools1 in Greece are a necessity mainly due to the country’s
specific geographic configuration. There are many mountainous regions and a
large number of small islands in the country. In the past, historical reasons
had forced the population to live in areas of difficult access, scattered in a
great number of small and isolated villages that were located either deeply in
the mainland, or in small islands. Even though nowadays, there is a change in
the demographic dispersion, due to urbanisation, there is still a significant
percentage of the population that lives in regions with characteristics
described above. This creates the need for the operation of schools in small
villages, even with a very small number of students and even when the
conditions do not provide the ideal educational environment.
Sustaining a large number of multi-grade schools is a difficult task. The
problems that arise can be epitomized in two categories, (a) financial and (b)
educational. (a) The state tries to provide the necessary economic means in
order to keep schools fully equipped and in an acceptable operational
condition, without being always successful. (b) There must be adaptations in
the curriculum; in order to fit in the way teaching is conducted in multi-grade
schools. These adaptations lead to the justified belief that the quality of the
1
In a multi-grade school in Greece, the teacher has to teach in more than one grade simultaneously in
the same classroom. In a single teacher school, there is only one teacher in school, having to teach in up
to six grades.
provided education is inferior, compared to the quality of education in the rest
of the schools.
3.1. Extend of multigrade schools in Greece
Out of 5800 elementary schools in Greece, 2558 have five or less teachers,
i.e. at least one less than the number of grades. Around 1800 schools have
one or two teachers. More than 1300 schools operate with less than 20
students (table 2). This means that more than 40% of the elementary schools
in Greece are multi-grade and with a small number of students. According to
the relative legislation as already mentioned, a class can be split in two if it
has more than 25 students. The same applies for a school as a whole: if a
school has less than 25 students in total, it operates with only one teacher,
regardless of the number of grades that he/she has to teach. If the school has
up to 50 students, a second teacher can be appointed and so on. Statistically
the situation is not as bad since these limits are rarely met and the numbers of
pupils per teacher are less than the above.
Total Number of schools in Greece
5.881
Total Number of multigrade Schools
2.558
Percentage of Multigrade schools in Greece
43,5 %
Grade of schools
1
2
3
4
5
Schools per grade
935 871 534 138 80
Percentage of each grade
15,9 14,8 9,1
2,3
1,4
Number of teachers
935 1742 1602 562 400
Number of students
8187 22247 19534 7602 4127
Table 2. General statistical data for multigrade schools in Greece2
3.2. General organisation scheme of multigrade schools
Not all multigrade schools are similar. There is a possibility that in a small
school, a grade is missing, simply because there are no pupils to attend. It is
also likely that a multi-grade school has one teacher teaching up to six
grades, two teachers each one having to teach in up to three grades, three
teachers each one having to teach in up to two grades, four teachers with
some of them teaching two grades and, finally, five teachers with one of them
teaching two grades.
There is also a certain way that grades are allocated to each teacher:
 In the case of two teachers, one teaches grades 1, 3 and 4 and the other
grades 2, 5 and 6.
 In the case of three teachers, one teaches grades 1 and 2, the other
grades 3 and 4 and the third grades 5 and 6.
 In case of four and five teachers, care is taken so that the first and second
grades are taught separately.
It is not an unusual situation for a pupil to attend a next grades’ curriculum first
and in the subsequent year to be taught the lessons of the previous grade.
2
Data 2001 – 2002 Ministry of Education
The approach adopted in general is that when the teacher teaches one grade,
the rest of the pupils work by themselves or in groups (table 3). Due to the
small number of pupils, the most common instructional method is cooperative
learning, mixed with elements of self- learning. Working hours are extended
and some of the breaks are skipped so that more teaching time is gained,
though the truth is that in these cases, no matter the effort, the teacher
spends less teaching time per grade, than in an ordinary school. Another
method is to use peer teaching, with one or two of the best students acting as
teaching assistants.
Weekly timetable for a Single-teacher Primary School
Subjects
Religion
Language
Mathemati
cs
History
Study of
Environme
nt
Geography
Physics
Social and
Political
Education
Arts
Physical
Education
Total
Grades A – B
Grades C – D
Grades E – F
General
Group
Teaching
A΄, B΄,
C΄, D΄,
E, F
Group
Teachin
g
C, D, E,
F
A
B
Group
A-B
C
D
Grou
p
C–D
E
F
Group
E–F
-
6/2
3/2
6/2
3/2
-
3/2
3/2
½
6/2
-
3/2
3/2
½
6/2
-
-
1
12
9
-
2/2
2/2
-
-
-
1/2
2/2
-
-
½
-
-
1
3
-
-
-
-
-
-
-
-
-
½
2/2
½
-
½
1
½
2/2
-
-
½
-
-
-
-
-
-
-
½
-
1
1
1
5
1/2
5
1/2
1/2
1
1/2
1
1/2
5
1
1/2
1
1/2
6
1/2
30
Note: Arts are assigned as silent work to pupils
Table 3. Weekly timetable for a Single-teacher Primary School
In multigrade schools, usually there is no headmaster but a teacher “acting as
headmaster”, playing a double role, that of a manager and that of a teacher.
This means that besides teaching duties, multigrade schoolteachers have a
great deal of administrative work.
3.3. Problems related to multigrade schools
Given the above-described difficulties, one would expect that the state would
employ skilful and experienced teachers for multi-grade schools. This is not
the case:
 The vast majority of them are newly appointed or on contract (not
permanent job).
Total



They have very little experience, if any, and they are not trained for multigrade teaching. Studies for multi-grade schools are not included in the
academic courses of nearly all Greek Universities
No specific or very limited in-service training is provided for multi-grade
schoolteachers.
In multigrade schools with one teacher, since there is no help from any
colleague, the teacher has to face any arising problem alone.
Finally, apart from the fact that by teaching in a multigrade school the teacher
gets (the hard way) valuable teaching experience, there are very few
incentives that may motivate a teacher to work in a multi-grade school. The
most important of these incentives is the fact that they get more credit points
within the context of a point system that forms the basis for teachers’
evaluation. These points help the teachers to have a choice later in their
career mainly when transferred from one school to another.
Nowadays, there is a tendency to reduce the number of multi-grade schools.
The most common practice is to merge neighbouring schools, providing
transportation to pupils on a daily basis to a main village in a “hub” or “centre”
school. But mergence:
(a) is not a choice of the inhabitants of the small villages and
(b) does not exist as an option in the case of small islands where there is only
one school.
Moreover, mergence is strongly opposed by the residents, who consider the
school, together with the local church, to be the traditional cornerstones of the
village’s cultural and social life. They believe that if the school stops operating
then the status of the village will be reduced and this will negatively affect its
future. Their point is that a school is always a vivid cell and a vehicle of
civilization that helps keeping the local population in place, reducing
depopulation.
The usual situation is that multigrade schools are ignored, or assumed to be
non-problematic, or problematic with non-resolvable problems, or unimportant,
or marginal. Bibliography on schooling in developed and developing countries
implicitly assumes that schools are monograde. Rarely one finds specialized
programmes and implementation methodologies referring to such schools and
also rare is research on this issue. The University Departments of Education,
which are institutions that deal with the development of educational models,
methodologies and approaches, concentrate, almost exclusively, in
monograde schools. National school curricula do not refer separately to
multigrade schools.
4. Analysis of Teachers’ Needs
The research that was conducted with the aim (a) to provide a clear
impression of the teacher's notion about multigrade school and (b) to
determine the teachers’ needs and expectations from such schools has
followed two phases:
During the first phase of the research, multigrade schoolteachers participating
in the project SXEDIA were interviewed.
During the second phase, under the MUSE Project, a questionnaire was
developed and sent to 900 multi grade schools in Greece. It was found
that more than 100 of them are shut down, due to lack of students. From the
remaining 800, 200 had replied up to now. The questionnaires were
statistically analysed and the results seem to support the results of the
interviews.
4.1. Infrastructures of multigrade schools
The average age of multigrade school buildings is approximately 50 years old
and re-innovation in them is scarce. The oldest building was 133 years old,
with all the consequential problems in the building condition. Less than half of
the buildings have a spare or auxiliary room. Despite their age, schools’
condition is characterized from mediocre to good. The most intense problem
appears to be in the W.C's .
With respect to equipment, approximately half of the schools have a
photocopy device, T.V and video, chemistry and physics instruments. Only a
small minority of schools is equipped with a fax. One third of the schools is
equipped with computers and complementary educational software. Half of
them are connected to the Internet and only a fraction with ISDN telephone
lines.
In general schoolteachers’ opinion about their schools with regard to
infrastructures and equipment is “average”.
4.2. Teachers perceptions and opinions of multigrade schools as an
institution
In general, the majority of teachers in conventional primary Greek schools are
female. On the contrary, most of the teachers working in multigrade schools
are male.
Recent laws allow qualified schoolteachers to be appointed to multigrade
schools, no matter how small their previous experience is, under one single
term, that is to remain in this school for at least three years. Thus, the majority
of schoolteachers that work on a tenure basis often have very little (even no)
previous experience. Unless the teacher comes from the school’s area,
he/she often has to drive long distances daily in order to reach the school, or
to rent a residence near school. This creates negative conditions, since the
schoolteacher has to spend either time to cover long distances or money in
rent bills.
So, when the compulsory three years time is over, the usual response of the
schoolteacher is to ask for a transfer, which makes the change in multigrade
schools’ personnel very often.
Motivations that will act towards keeping teachers in multigrade schools are
the following:
 brave increases in salary
 the improvement of contract terms of work,
 the covering of expenses for residence
 more credit points if they stay in multigrade schools.
According to the questionnaire, there are some positive characteristics of the
multigrade schools, the most important of which are the following:
Students live in more natural conditions, away from urban noise and hectic
rhythms.
The relationship between individuals is warmer in small areas.
The schoolteachers considered that
 The quality of education in multigrade schools is inferior,
 The frequent changes of schoolteachers affect negatively the school’s
efficiency
 The lack of competition among students does not act in favour of the
school’s effectiveness. Negative points were also given concerning the
social frame, i.e. isolation and the limited social interaction.
4.3. Teachers’ perceptions and opinions about the relationship between
the school and the local authorities
The smooth operation of school depends on a great degree on the Local
Administration office, which has also the basic responsibility of financing of
school. In general, the schoolteachers evaluate the relation of their school
with local authorities from “very good” to “average”. The parameters on which
they have been asked to make comments were the following:
 Amount of financing by the municipality/community,
 Frequency of fund payments,
 Quality and frequency of collaboration with the local authorities
 Speed of response of the Local authorities to the school needs.
From the above parameters, the biggest problems seem to be the small
amount of money that the school gets (49%), the frequency (consistency) of
this funding (46%), and the response speed of the Local authorities (43%).
It appears that even in cases in which good collaboration exists, the majority
of schoolteachers prefer financing from the central government. That is a clue
that despite the good “climate” of communication, certain difficulties exist in
the cooperation between of schoolteachers and the local organizations.
4.4 Teachers’ perceptions and opinions about the relationship between
the school and the educational authorities.
The institution of the school advisor replaces to some extent the lack of inservice training programs and in the case of multigrade schools it becomes
particularly important. Although the schoolteachers recognize at large the
school advisors’ role (more than 60%), they find that the frequency of their
meetings is not satisfactory. More particularly, the “rare” visits are equivalent
to “quite often” (40%-44%). To a certain degree, rare visits can be justified by
the distance between the school and the local educational authorities.
In conjunction with their inadequate training as regards multigrade schools,
during their academic studies, the teachers are drawn to the conclusion that
their teaching achievements are ignored by the local educational authorities
and they don’t get the help, the means and the support that is necessary to
carry out their teaching duties.
4.5. Teachers’ perceptions and opinions of multigrade school teaching
Teachers are required to teach to multigrade schools without having the
necessary resources for this purpose. During their studies at the University,
no relevant subjects are included, although the situation for the younger
students seems to be changing. Most importantly, before they started their
service – which may mean a long time since their graduation – they weren’t
notified of the operation (as far as teaching and administration work is
concerned) of a multigrade school. Thus they ended up collecting information
from other colleagues or to search by themselves other sources of
information. Unfortunately this has been done in no comprehensive and
systematic way, but on the basis of dealing with the problems as they emerge.
The isolation of these schools is an aggravating factor for the above issue. In
many cases the teachers, apart from the school advisor, would like to be able
to exchange opinions with each other on issues they are concerned with, in a
more unofficial way.
One of the main complaints of the schoolteachers is that the curriculum they
have to teach is neither differentiated nor adjusted in the needs of multigrade
schools. As a result, they have problems with the volume of work and with the
distribution of teaching time. To a large extent they don’t have enough time to
complete the teaching of the main subjects and this has negative
consequences to the less important subjects where they devote less time or
they don’t teach at all.
The main teaching methods they employ are collaborative learning and silent
assignments. This is necessary due to the extreme time pressure. They point
out that they need complete examples of implementing this method, in real
and not ideal conditions.
To a large extent, in order to carry out the needs for silent assignments, it is
necessary to prepare worksheets at home. They consider that this work puts
extra pressure in their already full timetable.
4.6
Teachers’ perceptions
administration
and
opinions
of
multigrade
school
It has been mentioned already that an important part of the teachers’ duties in
multigrade schools is their connection to the local educational authorities,
which is a form of administrative work. Another important duty of theirs is
dispatching documents and start procedures related exclusively to the smooth
operation of the school. One of the most important complaints they teachers
make is that this kind of work is the same as the one that they would have to
face as headmasters of an ordinary school, meaning the same in volume and
method followed.
The time they spend in administrative work is about two to five hours per week
under normal conditions. At the beginning and the end of the school year, the
teachers have to spend more hours. This time has to be included in the
already extended working hours. They also point out that their
correspondence comes late that there are behind important deadlines,
something that happens quite often to very often (more than half the cases).
Knowing the situation, they are often forced to collect and deliver their
correspondence themselves at the local educational authorities, which add to
the hours devoted to the needs of the school, apart from the expenses and
transportation.
4.7. Teachers’ perceptions and opinions of ICT’s role in multigrade
school education
The initial statement concerning lack of computer equipment (see 4.1) has
resulted in the limited penetration of ICT applications in multigrade schools. In
cases where computers do exist, it seems that they are used for a wide range
of applications: Creation of documents, pupil activities, teaching of informatics,
educational purposes, etc.
At the same time, almost everybody supports the introduction of informatics at
school, either as an independent subject, or as a complementary element in
teaching other subjects. The teachers mainly need, as it is indicated, to be
trained in ITC themselves, while the other prerequisites play a less important
role.
The field however where the lack of proper education in information
technology is more evident is how the teachers consider the introduction of
tele-education in multigrade schools. Although they recognize that there are
some positive elements (reduces isolation 29%, more learning opportunities
31%), they nevertheless do not consider it as a means of teaching, not even
for their own training needs (see 4.8).
4.8. Teachers’ perceptions for an in-service training program designed
for multigrade school teaching
While designing a training program, the teachers that are directly involved,
should play a major role. In their opinion and in the order of their priorities,
such a program should include the following units:


Teaching materials and their use (65%).
Methods for reorganizing the curriculum, so that it is suitable for the
needs of multigrade schools (63%).

Information technology and its applications (56%).

Teaching methodology, and dealing with administrative work(50%), and

Classroom arrangement in multigrade schools (48.5%).
Of particular interest are the teachers’ views on the duration of such a
program and the hours spent for it on a weekly basis. Despite the various
subjects they would like it to include, they think its duration should be from
one to three months and they are willing to spend 2-3 ours per week (50%) or
4-6 hours (50%). There is no relationship between the hours per week and the
total duration. Therefore we cannot conclude that there at least one group of
teachers who realize and support the need of a training course, as in general
they have no clear views.
A last point that shows interest is the teachers’ preference for a live training
(2/3) by University institutions with while any methods of distance learning do
not attract their preferences.
5. Training implications
An in-service training program for multigrade schoolteachers should take
under consideration the above described perceptions and opinions and
transform them into training actions.
5.1. Training points with regard to the infrastructure of multigrade
schools

The teachers should be familiar to the use of the basic equipment in a
school. As this kind of equipment can be characterized as “mediocre”,
and as it is indicated in the research it is used regularly, the in-service
program should provide solutions and ideas on how to use and
transform simple and easy to use material as teaching aids.
5.2. Training points with regard to teachers’ perceptions and opinions of
multigrade schools as an institution

The content of an in-service training course for multigrade teachers
should acknowledge the existence and the reasons to be of multigrade
schools within the educational system.

During the program a certain circulation a teachers should be expected,
due to the working conditions. A large number of teachers serving in
multigrade schools will not stay in their posts for more than a year. This
will have a negative impact on the in-service training operation, since it
will be necessary to provide training to the new teachers so as to
become quickly familiar with the way in which the system operates and
to start using it with no delay. Care should be taken in order to develop a
system of fast and modular training.

The multigrade schools should fight against negative views with regard
regards to the society within which they operate. The villages in which
multigrade schools operate are isolated communities with little, if any,
cultural activities. Schoolteachers should be suitably trained and the
necessary teaching materials should be provided in order to enrich
their teaching and maximise the socio-cultural development of
students.
5.3 Training points with regard to teachers’ perceptions and opinions for
the relationship between the school and the local authorities

Most of the main problems in cooperating with the local educational
authorities are, to a large extent, due to the lack of experience of the
teachers and the lack of information regarding legislation and the
responsibilities of each service. In the content of an in-service training
course elements of the legislation in force should be included, direction
and familiarization of the way the local educational authorities operate
and the methods the schools may use for a more effective cooperation.

The fact that the teachers prefer getting the necessary funds from the
central authorities, which may be negative as it cannot be flexible, but it
frees the teachers from the obligation to cooperate with and be
depended on the local educational authorities, is an indication of the
teachers’ need for training in public relations. Moreover, due to the fact
that they regularly submit forms of receipts and expenses, some
introduction on economic management would be useful.
5.4. Training points with regard to teachers’ perceptions and opinions
for the relationship between the school and the educational
authorities.

Providing an in-service training program without the appropriate
continuing and constant support by recognized and accepted
educational authorities will not lead to the objective of improving the level
of education offered in multigrade schools. This constant support can
come in many forms and in many levels. Initially, and to the point it is
related to the local education authorities, the cooperation with them
should be closer and the channels of communication should be widened,
both in educational matters and in matters related to their administrative
duties.
5.5. Training points with regard to teachers’ perceptions and opinions of
multigrade school teaching

The training program should take into consideration the lack of
specialized training of the teachers as regards to the educational needs
of multigrade schools. Some of the most essential points of this
procedure should be the fundamental differences in the way the
multigrade schools are organized, operate as well as the methodology
differences compared to the ordinary schools.

The teaching methodology followed by teachers in multigrade school,
namely cooperative learning, is one of the most demanding types of
teaching approach. Training is needed on this subject, as well as any
alternative methods or variations of approaches that could be employed.

Reflections regarding ways of improving the quality of teaching
provided, could be developed in the context of an in-service training
program where the teachers could exchange views on teaching matters,
the cooperation between the schools both on specific educational
matters, and on matters of wider interest.

Flexible and innovating teaching methodologies require not only the
cooperation between teachers, but the contribution of experts. At this
level, seminars by specialized personnel on the subject of teaching
approaches in multigrade schools are necessary in an in-service
program.

The fact that the teachers have not sufficient time to complete the
curriculum of the main subjects generates the need for the teachers to
be trained in methods and approaches to organize and optimize the
curriculum more efficiently.

The development of a service is required that will provide with
guidelines and will facilitate the creation of additional educational
material, namely activities and worksheets, which are necessary for the
teaching in multigrade schools. Such a service could, apart from the
training side, include a database with activities and worksheets.
5.6. Training points with regard to teachers’ perceptions of multigrade
school administration

Teachers should be familiar with all the necessary documents, where
and when to use them as well as examples of their use. Teachers should
be encouraged to use more flexible ways in dealing with bureaucratic
situations. Their administrative duties should be a subject for a training
program and in the context of implementing TIC in multigrade schools
(see 5.7).
5.7. Training points with regard to teachers’ perceptions of ICT’s role
in multigrade school education
 What is necessary in the beginning is that the teachers should be trained in
ICT and mainly to overcome their reservations regarding their use at school.
 The role of ICT in education is significant in general but can be decisive in
the case of multigrade schools. There are three areas where this role is
distinguished, namely (a) teaching (b) training and supporting teachers and (c)
administration. Of paramount importance is the support that is needed to all of
these activities –educational, technical and administrative- by the training
program. One of the best ways to achieve that is through working examples.
5.8. Training points with regard to teachers’ perceptions for an inservice training program designed for multigrade school teaching

Teachers should realize that the training programs are necessary in
general and the great important of this particular seminar in particular.
The concept of continuous and lifelong training is relatively new in our
country and some time in necessary till its importance is understood be
everybody.

Active participation of schoolteachers is a crucial factor. The active
participation is ensured not only when everybody realizes the importance
of the training programs, but when the content of the subjects is readily
applicable and of practical use. This in turn is ensured by including in the
training program units related to the teaching materials and its use, the
methods to reorganize the curriculum so that it fits the needs of
multigrade schools, the teaching methodology, dealing with
administrative matters, and the methods to organize the classroom in a
multigrade school.

The training program should include the element of cooperation
between schools in the same country and different countries, so that the
cooperation, the exchange of views and the comprehension of various
educational approaches are developed.
Appendix 1
Questionnaire for the head masters of multigrade
schools
Note:
The questionnaire is presented here translated from the Greek Language