The challenges of primary school teachers in Cyprus: A systematic review

Primary school teachers in Cyprus face a range of persistent challenges that adversely affect their instructional effectiveness, well-being, and job satisfaction. These include excessive workloads, limited teaching resources, difficulties in implementing inclusive education, student behavioural issues, and frequent shifts in educational policy. This paper draws on multiple theoretical frameworks to critically examine these challenges. Fullan’s (2012) theory of educational change highlights the disruptive nature of continuous, top-down reforms, while Kyriakides and Creemers’ (2008) research underscores the importance of aligning teaching practices, school leadership and policy interventions in context-sensitive ways. The emotional labour of teaching in the face of systemic constraints, as discussed by Zembylas (2005), is also central to understanding the professional toll experienced by educators in Cyprus. Findings from a systematic review of literature suggest that high workloads, insufficient support, and policy volatility contribute to teacher stress and burnout, while inadequate resources, especially in rural areas, limit pedagogical innovation. The paper concludes by recommending long-term, evidence-informed reforms that invest in teacher development, emotional support structures, and equitable resource allocation, as these changes are essential for building a resilient and effective primary education system in Cyprus.