Eureka! Institutional Repository

The teacher, who contributes to the promotion of educational change, to the quality and effectiveness of the pedagogical act by shaping the school reality, has a dominant position in all the efforts aimed at improving education. His successful response to his highly assigned new role depends to a large extent on his qualifications and professional ability. However, in the Greek school reality, attention is drawn to the top issue of school buildings, logistics facilities and armaments, which undoubtedly contribute to the transcendence of pedagogical theory into practice. The research purpose of this work lies in the emergence of the existing state of building infrastructure adequacy and the suitability of the primary schools of Thessaloniki in the perspective of teachers in reflection of the pedagogical act. For this purpose, a quantitative survey was carried out using a questionnaire in a sample of 110 teachers. The results showed that teachers assess the adequacy of infrastructure in a moderate - tolerable situation, indicating access to PEAs as main problems. pupils and the age of infrastructure and equipment. Regarding the adequacy of school premises, there is also a moderate to good status which generally generates the image of school units with the most necessary educational facilities (Teachers' Association Office, Multiple Use Hall, Open Sports Facilities and Computer Science Laboratory). As a global assessment of the quality of school space, therefore, a satisfactory picture is found.