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The purpose of this thesis is to investigate the views of primary education teachers on their motivation and to explore possible correlations with the actions and behaviors of school Μanagers. In order to investigate the research questions that emerged from the theoretical framework and the international literature on the subject, a quantitative research was conducted on a sample of 107 primary education teachers to investigate (i) whether motivation is used as a management tool in an educational unit today, (ii) whether there is a correlation between the factors of satisfaction and motivation of primary education teachers and (iii) what actions of Management influence teachers’ motivation. Motivation was found to be satisfactorily applied to the Greek school units as it was found that participants feel useful and contribute to the more efficient functioning of the school, as well as that their work tasks are satisfactory and their supervisors treat them with respect and courtesy. It was also found that participants feel that their efforts at work are acknowledged, and that school Managers value their opinion in decision making. Another important finding is that they feel that they can perform their teaching freely. In addition, correlations between specific Management actions and teachers 'motivation factors were identified, and in particular, highlighting teachers' mistakes and positive actions, trust in management to achieve school goals, and respect and teachers on the side of the Managers. On the contrary, the lower impact on motivation have the recognition of the effort and hard work, the encouragement of teachers' involvement in management decision making and the rewarding of their efforts.