Abstract:

In this study, the reasons for teachers to change schools and the organizational and individual consequences of changing schools were tried to be determined. The study group consists of teachers who left their school in Düzce due to chronic problems. The case study design, which is one of the qualitative research designs, was used in the study. The research data were collected from eighteen teachers in the fall semester of the 2020-2021 academic year. The data were analyzed through content analysis. At the end of the research, four sub-themes related to the reasons for teachers to change schools were obtained. Within these sub-themes, it was obvious that the reasons arising from the school principal were more than the sum of all the reasons in other sub-themes. Besides, sub-themes arising from teachers, parents and students and the school environment were obtained. It was determined that the most important organizational consequences of teachers' changing schools are the problem of adaptation to the new teacher in terms of class, and the failure of projects and activities in terms of the school. It was found that the most important advantages of changing school for teachers are happiness, mental/psychological relaxation, willingness to work in the new school and working in a peaceful environment. The disadvantages are the difficulty in adapting to the new school, sadness, and guilt. Disadvantages in terms of family and students were determined to be sadness and unhappiness, problems with adapting to the new teacher, and emotional emptiness. In the light of the results of the study, suggestions were made for the practitioners and researchers.

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