Abstract:

This study aims to identify the causes and consequences of the reality shock experienced by teachers. The participants of the study consisted of 14 teachers from different branches working in public middle schools in the city center of Düzce province, Türkiye, in the 2022-2023 academic year. Criterion sampling technique, one of the purposeful sampling techniques, was used to determine the participants. The study was conducted in a basic qualitative research design. Data were collected through open-ended questions and the content analysis technique was used to analyze the data. According to the results, it was observed that teachers experienced reality shock due to parents, colleagues, school management, students, and teachers' inexperience. Our results revealed that the reflections of reality shock on psycho-social experiences are professional and personal. These are situations such as disappointment, disillusionment with the profession, inadequacy for students in professional, social and psychological terms, and being influenced by student cases. The sub-theme of individual and professional reflections on reality shock was formed in terms of teachers and curriculum change. Learning from inexperience, not being able to socialize, and feeling of burnout are among the results of these reflections. Considering the reality shock that teachers face in the first years of their profession, it is suggested that undergraduate teacher education programs, the internship period, and candidacy education in the first year of teaching should be reviewed.

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