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This thesis aims to investigate the levels of teacher’s knowledge about issues of educational legislation. The second purpose is to identify teachers' motivations as well as the practices they choose to identify sources of information and to collect the required information. In order to achieve this, the quantitative research approach was adopted, using a self-report questionnaire which was compiled by 150 primary school teachers. Results showed that teachers are less well informed about legislation, but they believe that it shields the teacher, increases the sense of security. This is not surprising because the majority of Greeks may not know the legal system, but it has the feeling of fairness showing its confidence. In addition, they seem to rely on the law when they claim or when a problem arises. At the same time, there was a lack of substantial and centrally planned information and training, with the main subject of educational legislation, both in their professional course and during their studies. This, combined with the ever-increasing conflict situations inside and outside school, makes it imperative both at the central level and on the part of the teacher itself for initiatives that will create the conditions for methodical interventions with the ultimate aim of sufficient training for the legislative framework and its exploitation, as mentioned in the conclusions and proposals of this research.