ABİLEN PARADOKSU. EĞİTİM KURUMLARI ÜZERİNDE HERMENEUTİK FENOMOLOJİK BİR ÇALIŞMA
ABILEN PARADOX. A HERMENEUTIC PHENEMOLOGICAL STUDY ON EDUCATIONAL INSTITUTIONSTITLE

Summary/Abstract: The purpose of this research is to examine the Abilene paradox in schools in the context of its causes and consequences. The research is in the phenomenology model, which is one of the qualitative research methods. The study group of the research consists of teachers working in schools in Erzurum city center in the 2021-2022 academic year. In the interview, the data were obtained with a semi-structured interview form. The obtained data were analyzed by content analysis methods. According to the results of the research, there is a high level of Abilene paradox in schools. Teachers are forced to participate in decisions and practices that they do not want or believe, especially due to legal obligations, fear of being excluded from the group, and avoiding responsibility. Decisions and practices taken in schools outside of the will and belief of teachers often result in failure. This has consequences that affect organizations and schools such as inefficiency, cynicism, mental distress, lack of motivation, insecurity, negative climate and failure. As a solution to these problems, it is recommended to inform the employees, to participate in the decisions, to give autonomy and to apply the governance rules.

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