Change fatigue in educational organizations from the perspective of secondary school teachers

In this research, it is aimed to examine the change fatigue experienced in educational organizations from the point of view of teachers working in public secondary schools in four central districts of Mersin (Akdeniz, Mezitli, Toroslar, Yenişehir). ). In this context, teachers' views on the concepts of change and change fatigue and their experiences with change fatigue have been examined by qualitative research method. In this research, a semi-structured interview technique was used, based on teachers' experiences of change fatigue and their views on the subject, and in which both pre-prepared questions can be asked while adhering to the topic of the interview, and additional questions can be asked to get more detailed information about the questions asked. The study group of the research consists of 32 teachers, determined in accordance with the purpose of the research, working in public secondary schools in the four central districts of Mersin (Akdeniz, Mezitli, Toroslar, Yenişehir) in the 2021-2022 academic year. During the determination of the study group, diversity was created in terms of the participants' gender, age, educational background, branch, faculty they graduated from, total working time and working time at the school they were currently in, and in this direction, the maximum diversity technique, one of the purposeful sampling types, was used. In this research, it was concluded that changes at the policy and practice level in the Turkish Education system generally have negative reflections; changes are made too frequently and without purpose; stakeholders do not participate in the decisions regarding the changes and therefore there are problems in adapting to the changes; the participants felt tired, helpless, tense, uneasy, stressed, unsuccessful, inadequate, anxious and worthless regarding the the changes; they used metaphors such as subject, testing board, experimental mouse and machine. In addition, It was concluded that due to not embracing change, the feeling of alienation increases and feelings of optimism and hope decrease; teachers have a lack of motivation; decreased interest in work; the students had difficulty in adapting to the changes, exhibited passive resistance towards the changes, no longer trusted the Ministry of National Education, and teachers started to search for what the job description of the teaching profession was. Keywords: Change, change fatigue, change fatigue in educational organizations, teachers' experiences of change fatigue