A qualitative study on the causes and consequences of organizational dissent in secondary education institutions

In this research, it is aimed to reveal the reasons for the organizational dissent behavior in secondary education institutions, the way it is expressed, the management style, the organizational dissent and the way it is expressed for administrators, teachers, other employees and the school, based on participant views. Phenomenology design, one of the qualitative research methods, was used. The study group of the research consists of 25 school administrators and teachers working in secondary education institutions of a province in the Inner West Mediterranean Region in the 2022-2023 academic year. The data of the research were collected by semi-structured interview technique. The data were deciphered by content analysis. On subjects such as teachers' syllabus, lesson sharing and shifts; It has been determined that they oppose for reasons such as personal interests, injustice and decision-making style. It has been determined that teachers show their dissental behavior mostly in the form of vertical dissent. As a result of organizational dissent, the value of the dissent employee may increase, as well as with negative consequences such as a change in the position of the dissent employee and an increase in the workload; For school principals, besides the thought that organizational dissent will result in positive results, negative results such as seeking support and loneliness; Besides having no effect for other employees, it encourages dissent and creates a tense environment with positive and negative results; In addition to contributing to organizational development for the school, it has been determined that negative results such as unrest and the beginning of groupings are encountered. Although it is seen that school principals mostly resort to dialogue and persuasion and support the dissent employee, some participants said that they gave negative reactions such as mobbing and distance. In addition, it was observed that the reaction of the school principal differed according to the dissent strategy, and he reacted more harshly to news reporting than other methods. Although it is said that school principals mostly do not take measures against the dissent, it has been determined that they sometimes resort to preventive measures such as consultation and fairness, and sometimes to deterrent measures such as pressure-mobbing, warning and ignoring.