Phenomenological Analysis of Teachers’ Organizational Deviance Experiences in a Rural Primary School in Turkey

Abstract

The purpose of this study was to analyze organizational deviance experiences of teachers. The study was in phenomenological design among qualitative research methods. In the research convenience sampling technique was used. The research was conducted in a rural primary school in Mugla province in Turkey. Nine teachers participated in the study, seven of them were women and two of them were men. The data of the study was collected via semi-structured interviews in 2015-2016 school year. In the exploration of the phenomenon, content analysis was used. According to the findings of the research, teachers experienced deviance on organizational and individual levels. The themes emerged on organizational level were production deviance and property deviance, and on individual level were political deviance and personal aggression. The codes appeared under production deviance were using long breaks and excusing absenteeism, and under property deviance was sabotage. The codes occurred under political deviance were gossip and favoritism in managerial processes, and under personal aggression was stealing colleague's ideas.