This article presents the findings of a qualitative case study exploring the views of eleven German language teachers in secondary education in Greece regarding the challenges they face in their teaching practice. The data reveal that educators confront multiple difficulties, including classroom management issues, low student motivation, heterogeneity in student abilities, lack of infrastructure and professional development opportunities, as well as interpersonal tensions with students, parents, and colleagues. Institutional and organizational challenges are also highlighted, such as fragmented teaching assignments across multiple schools and discrepancies between curriculum content and available instructional time. Despite these obstacles, teachers employ coping strategies such as collaboration with colleagues, differentiated instruction, participation in training programs, and efforts to strengthen relationships with students and parents. The study underscores the need for systemic interventions aimed at improving working conditions, enhancing teachers’ professional growth, and upgrading the quality of foreign language education in the public school system.
Evaggelos et al. (Fri,) studied this question.