Evaluation of Quiet Quitting: Is the Bell Ringing?

Abstract

This study empirically explores the concept of Quite Quitting (QQ), which is defined as the factors that prevent teachers from feeling a sense of belonging to their profession despite their efforts in school settings. It also identifies the reasons why teachers do not feel engaged in their profession and the types of disengagement behaviors they exhibit. In this research, mixed research methods were employed, among which the exploratory sequential design was utilized. The design comprised two phases, the first being phenomenology with 32, and the second being the quantitative phase with 484 teachers in the Eskişehir region of Turkiye. The results provided evidence that although the QQ phenomenon was a post-pandemic trauma that occurred especially in Generation Z, the findings showed that QQ had very different dimensions in Turkiye and that its origins were deeper. The interpretation followed the four factors of QQ: management factors, social factors, economic factors, and factors that affected teachers' well-being. As aftereffects, teachers showed emotional distance, simurg effect, apathy, and revenge from the student. The conclusions and recommendations were discussed.