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The present research examines Greek elementary school teachers' perceptions about classroom management and, more specifically, whether they develop an interventionist, interactionalist or non-interventionist style as regards behaviour and instructional management. Through an investigation of teachers' perceptions, it also defines firstly the specific features of Greek teachers' adopted style and, secondly, the precise meaning that the concept and connotations of behaviour and instructional management have in the Greek educational system. Four hundred and eighteen (418) teachers working in 17 Greek Elementary Schools filled in questionnaires with 48 close-ended questions and provided relevant information. Data elaboration and statistical analysis were performed using Predictive Analytics Software Statistics 20 while Factor Analysis based on Principal Component Analysis with Varimax rotation extraction method was employed. The results of the research reveal that Greek teachers tend to be interactionalists as regards instructional management but interventionists as regards behaviour management. Nevertheless these findings need to be explained in correlation to current major educational and social changes in Greece that have had an impact on the perceptions of parents, students and teachers with respect to educational values and the teaching profession.