Abstract:

During a long period of financial crisis in Greece, teachers’ gross income was dramatically reduced experiencing at the same time financial disrespect for their job. The present work was carried out during the school year 2017-18. The aim of this work was to investigate teachers’ perceptions about their economic restrains and the possible link between financial hardship and burnout. The data indicate that the sample (n=125) of primary school teachers who participated in the present work, experienced economic hardship, mainly on meeting their financial obligations. A significant portion of teachers exhibited high level of emotional exhaustion according to age and work experience. Teachers have been holding on the positive aspects of their job and maintaining high levels of personal accomplishment even when they experience unforeseen financial difficulties which required significant changes and adjustments. The results of a long term financial crisis experience by public servants in Greece may have created long term consequences. In times of financial crisis, there are changes in the work environment of educational units that may lead to an increase in teachers' job burnout levels and affect decision-making processes. Emotional exhaustion can reflect professional stress and be a precursor of depersonalisation. Further research and policies should be employed to counteract any negative consequences of teachers’ prolonged occupational stress and economic hardship.