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The current paper researches the professional profile of teachers in the secondary education and attempts to investigate the personal believes and practices that define their professionalism. Additionally, the research focuses on how international organizations (European Union, UNESCO, OECD, World Bank) shape and define policies around the professionalism of the teachers. Finally, a comparative evaluation is conducted between how the above organizations and teachers define professionalism. In order to do so a qualitative research approach was used by conducting semi-structured interviews. In the theoretical part of the paper the meaning and the content of teachers’ professionalism is presented. Moreover, a historical overview regarding the social and economic changes on the 20th century that influenced and defined the policies of the national organizations is demonstrated through official sources. Results indicate that teachers mainly have a serve and love attitude towards the students and do not accept a professionalism model that focusses mainly on quality, competitiveness and effectiveness of the teachers as defined by the neoliberal approach.