The aim of the study is first to discover if quiet quitting act exists among teachers at schools, and then, if there are teachers who are a part of this movement, to disclose the indications of quiet quitting act and the reasons that push them to quiet quit. The study was designed in accordance with the qualitative phenomenology pattern and carried out with 8 teachers selected by the snowball sampling method, which is one of the purposive sampling methods. Semi-structured face-to-face interviews were conducted to collect data and the data was analyzed by content analysis technique. In the light of the analysis, “indications of quiet quitting among teachers” and “reasons for quiet quitting among teachers” themes emerged. The result of the study reveals that teachers are part of the quiet quitting act. Teachers’ ending their psychological contract, organizational commitment and belonging are internal indications, while holding back on duties that are outside the job description, not taking on new duties, and not taking responsibility for duties requiring them to spend overtime or outside working hours are external symptoms. As for the reasons, teachers quiet quit because the meaning they attach to their profession is deteriorated and their efforts are rendered worthless because of the financial challenges they experience. Moreover, due to the precarization they experience stemming from the paid teaching practice and the loss of prestige in the society, teachers quiet quit. Finally, the pandemic is among the reasons that lead teachers to quiet quit due to the loss of motivation it causes and the visibility of work-life imbalance. Accordingly, it is recommended to make the precarization process of the teaching profession visible, to abolish the practice of paid teaching, and to regulate teacher salaries below the poverty line.
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