Quiet quitting in educational organisations according to teachers' views: A mixed methods study

This study aims to identify how quiet quitting is reflected in educational organizations, to determine teachers' levels of quiet quitting, and to explore teachers' views on the concept. An explanatory sequential mixed-methods design was used. In the quantitative phase, data were collected from 355 teachers working in the İpekyolu, Tuşba, and Edremit districts of Van, using the Quiet Quitting Scale for Teachers. Descriptive statistics, independent-samples t-tests, one-way ANOVA, and Pearson correlation analyses were conducted in SPSS. To deepen the quantitative findings, semi-structured interviews with 12 questions were carried out with 13 teachers who were identified as having high levels of quiet quitting. The qualitative data were analyzed through content analysis. The quantitative results indicated that quiet quitting behaviors were observed at a low but notable frequency among teachers. Teachers scored higher on the employee-based dimension than on the management dimension. This suggests that even when behavioral withdrawal is limited, emotional disengagement may be more apparent. Quiet quitting levels differed significantly by age, professional experience, school size, and perceived economic status. No significant differences were found by gender, marital status, education level, teaching branch, school level, or weekly teaching hours. In the qualitative findings, loss of professional motivation, organizational injustice, and lack of belonging emerged as key themes. Based on these results, it is recommended that policymakers improve teachers' salaries and employment rights and clarify job descriptions. At the school management level, strengthening shared decision-making and reward and recognition practices is suggested.