Ready or Not? Greek K-12 Teachers’ Psychological Readiness for Bringing the EU into the Classroom

Abstract

This study examines the role of psychological factors on Greek K-12 teachers’ perceptions of the European Union (EU) and their readiness to integrate EU-related content into class-room practice. Grounded in self-determination theory and burnout literature, it focuses on the role of personality traits, psychological needs, self-efficacy, and mental health. A sample of 171 teachers (Mage = 47.67, SD = 8.61) completed validated instruments assessing EU perceptions, Big Five traits, psychological need satisfaction and frustration, well-being, self-efficacy, and symptoms of depression, anxiety, stress, and burnout. Confirmatory factor analysis supported the factorial validity of the instruments, along with proper indices for assessing their internal consistency. Cluster analysis identified three distinct teacher profiles: Skeptically Exhausted, Realistically Cautious, and Optimistically Engaged. These groups differed significantly in burnout, self-efficacy, and openness to EU programs. Teachers with high well-being and self-efficacy demonstrated stronger readiness to adopt EU-related pedagogy, while those experiencing elevated burnout reported low institutional trust and limited involvement. These findings highlight the psychological heterogeneity of the teaching workforce and suggest that differentiated, context-sensitive policy interventions are essential for fostering inclusive readiness for European initiatives. Enhancing teacher well-being and strengthening professional development pathways may serve as strategic entry points for promoting meaningful and sustainable EU integration in school curricula.