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The modern school teacher is required to cope with a multidimensional demanding role. In addition to his purely educational and pedagogical duties, the teacher in public education must also comply with the requirements of his role as a civil servant. The theoretical part of the thesis documents the research and refers to the legal framework that defines the rights and obligations of teachers, their role and the need for their professional development as well as the strategy of developing a training program that will cover this need in relation to adult learning theories. This work, by exploring the importance teachers attach to their rights and responsibilities and the lack of knowledge they identify in themselves, attempts to develop a methodology that will help in the design of relevant training programs. In this direction, the work was based on a previous implementation of a training survey conducted by the Croatian Institute for Vocational Education and Training in 2013. According to this application, we choose to educate teachers on topics that they themselves think are important, and at the same time they think they are lagging behind them. To respond to this need, a questionnaire was created in line with the above-mentioned survey. The survey was carried out at 70 teachers in Imathia. Data has been collected and processed regarding the demographic characteristics of teachers, the importance they attach to their rights and obligations, and their lack of knowledge about them. In addition, they were investigated for taking a position of responsibility or taking part in trade union action in relation to the provision for training. Finally, the educational profile, sources, subject and teaching methods that teachers themselves would like to have in a training program related to rights and obligations were explored. From the descriptive and conclusive analysis of demographic and other outcomes, it is clear that the teachers of this research, irrespective of their age, career phase, their marital status, willingness to take responsibility or involvement in trade unionism, a high level of willingness to train on matters relating to their rights and obligations. In summary, research educators chose high-priority training topics, disciplinary law, duties related to their pedagogical work, salary and salary. The final deliverable of the work is intended to be a useful guide to setting up a complete teacher training program on rights and obligations by proposing content, potential training providers as well as more efficient teaching methods, according to their own opinion.