Exchange faciliation according to teacher's perceptionsinvestigation in terms of various variables (Akcakoca example)

In this age where the only constant truth is change, the leadership of change in education falls on teachers. In order to achieve this, teachers need to be ready mentally and not feel tired in the face of the necessity of change. Change, which is an important issue in educational studies, has brought about the change fatigue, which is a new concept. In this study, which was studied with a quantitative approach, it was aimed to examine the change fatigue perceived by teachers in the face of continuous change decisions and their applications in the Turkish Education System in terms of various variables. It was investigated whether teacher perceptions differ in terms of demographic variables such as gender, school level, seniority, place of work, education level, marital status and graduated faculty. In line with this goal, arithmetic mean and standard deviation values were calculated in the dimension of descriptive statistics by using the relational survey method. Parametric and non-parametric tests were used in data distribution, and a one-dimensional and 16-item 'Change Fatigue Scale' was used in order to collect data. The research was carried out in the Akçakoca district of Düzce province in the 2020-2021 academic year. In accordance with the conditions and rules of the research Covid-19 Pandemic, 510 teachers participated in the research online through the link sent to the official preschool, primary school, secondary school, high school, special education primary school, special education secondary school, public education center, vocational training center educational institutions throughout the district. According to the findings of this research, it has been revealed that teachers generally feel tired as a result of making changes again without adequately evaluating the results of the changes made in the Turkish education system and that they are negatively affected by these frequent change decisions. In addition, it is seen that teachers' perceptions of a continuous change initiative negatively affect their professional motivation, and they also experience the indecision that the changes made in our education system have a purpose. However, it can be said that despite all these changes, teachers do not stray from their professional goals and perceive that their motivation is not completely adversely affected. It can be stated that teachers feel change fatigue due to the system change implemented, and although they are unhappy, they try to adapt to the system changes made despite this and try to adapt the changes made professionally to their lives. Based on the results, suggestions were made for education administrators and Turkish education policies. Keywords: Turkish Education System, Change, Change Fatigue