Violations of psychological contract in private schools

The aim of this research is to examine the psychological contract violations faced by teachers working in private schools and their reflections on the employee and the institution. In this research, a case science pattern was used from qualitative research methods. The working group of the research was determined by the purposeful (judicial) sampling method. Participants consist of 5 deputy principals working in different schools and 10 teachers, 3 heads of departments. The data was collected using a semi-structured interview form. Five of the interviews were conducted online (zoom) and the others were conducted face-to-face. In addition to individual interviews for this research, focus group interviews were held with 10 people selected in a master's course at Bahçeşehir University. Miles and Huberman (1994) qualitative research protocol (interview notes, interview transcript, long-term interaction, participant confirmation, expert confirmation, etc.) were followed for the validity and reliability studies of the research. The data were examined by the content analysis method and the findings were tabulated and presented under categories accompanied by excerpts from participant responses. For the first research question, the findings were grouped under three categories and presented under the headings of material expectations, emotional expectations and institutionalisation. The findings for the second research question were grouped under three categories and presented under the headings of work-life balance violation, violation of professional field and violation of professionalism. The findings for the third research question were grouped under four categories and presented under the headings of reflections of psychological contract violations on the teacher, student, parent and sector. It has been seen that the psychological contract violations faced by teachers working in private schools are due to the fact that the financial expectations, emotional expectations and expectations about institutionalism that teachers expect from the institution are different, and that the expectations mentioned and the facts do not coincide with each other. It has been determined that these psychological contract violations result in distrust of the institution and high teacher circulation.