Nearly one in four newly appointed teachers at Greece’s public schools requested leave immediately after receiving their long-awaited appointments, according to data released Thursday by the Ministry of Education.

Education Minister Sofia Zacharaki described the resulting staffing shortages as a “structural issue,” citing the country’s geography and centralized hiring process. “If you spent a week with us at the Ministry of Education, your questions would be answered,” Zacharaki said in an interview with state broadcaster ERT.

Figures from Greece’s 13 regional education directorates show that 23% of the 9,168 teachers hired this year requested leave, with rates climbing to about 30% in the South Aegean and Ionian islands and dropping to 16.1% in the Athens region. Maternity, child-rearing and high-risk pregnancy leave were the most common reasons cited.

Some teachers declined their appointments entirely, requested unpaid leave, or asked to delay their swearing-in for serious personal reasons. Ministry officials told Kathimerini that many teachers apply for postings in remote areas to earn higher transfer credits, later requesting relocation closer to home after their two-year probationary period.

Zacharaki acknowledged that the vacancies caused by leave requests are initially filled by substitute teachers, who sometimes also request leave or reject assignments. This requires additional rounds of hiring. “Any vacancies identified after the appointment of 10,000 permanent teachers and the placement of more than 24,000 substitutes will be filled earlier than usual,” Zacharaki said, adding that the second phase of substitute teacher hiring would take place September 25-26, weeks earlier than in previous years.

The minister contrasted Greece’s centralized system with more decentralized models in countries like Germany and Belgium, where hiring is managed regionally or locally. In Greece, she said, the centralized system, combined with the country’s geography, contributes to recurring staffing gaps at the start of the school year.

“On one island, a kindergarten teacher was appointed and immediately took leave,” Zacharaki said. “We sent a substitute right away to meet the need.”

Despite these challenges, she said, the ministry aims to ensure that full-day school programs and services for students needing special support begin earlier this year.