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This Is Not Me! How Quiet Quitting Becomes Real Resignation?

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Title: This Is Not Me! How Quiet Quitting Becomes Real Resignation?
Language: English
Authors: Merve Aydin (ORCID 0000-0001-9216-3410), A. Faruk Levent (ORCID 0000-0003-3429-6666)
Source: Psychology in the Schools. 2025 62(10):3804-3819.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Private School Teachers, Teaching Conditions, Teacher Administrator Relationship, Teacher Motivation, Teacher Response, Social Isolation, Teacher Employment, Teaching Experience, Teacher Persistence, Teacher Burnout, Teacher Attitudes, Self Actualization
DOI: 10.1002/pits.23577
ISSN: 0033-3085
1520-6807
Abstract: This study is a narrative research that aims to reveal the meanings attributed to this experience by a teacher who resigned while showing quiet quitting. The participant, who was included in the study with the criterion sampling method, is a person who has 4 years of professional seniority and experienced quiet quitting while working as a guidance teacher in a private school. The research data were collected through semi-structured interviews and structured grid. The participant stated that she showed intrinsic motivation, passion for work, and organizational citizenship behaviors in the first year at work. In the process of the participant's quiet quitting, work-wage gap, increase in workload, perceiving injustice, and ignoring labor were effective. The participant stated that during the quiet quitting process, she showed behaviors of slowing down the work, absenteeism, not attending meetings and limiting her performance to her job description, as well as not feeling valued, happiness and learned helplessness. During the quiet quitting process, the participant faced quiet firing by school principal and social isolation and exclusion by her colleagues. The participant's starting to evaluate her quiet quitting behaviors as unethical and realizing that she could not realize herself led to her real resignation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483594
Database: ERIC
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  Value: <anid>AN0187949500;pis01oct.25;2025Sep16.03:20;v2.2.500</anid> <title id="AN0187949500-1">This Is Not Me! How Quiet Quitting Becomes Real Resignation? </title> <p>This study is a narrative research that aims to reveal the meanings attributed to this experience by a teacher who resigned while showing quiet quitting. The participant, who was included in the study with the criterion sampling method, is a person who has 4 years of professional seniority and experienced quiet quitting while working as a guidance teacher in a private school. The research data were collected through semi‐structured interviews and structured grid. The participant stated that she showed intrinsic motivation, passion for work, and organizational citizenship behaviors in the first year at work. In the process of the participant's quiet quitting, work‐wage gap, increase in workload, perceiving injustice, and ignoring labor were effective. The participant stated that during the quiet quitting process, she showed behaviors of slowing down the work, absenteeism, not attending meetings and limiting her performance to her job description, as well as not feeling valued, happiness and learned helplessness. During the quiet quitting process, the participant faced quiet firing by school principal and social isolation and exclusion by her colleagues. The participant's starting to evaluate her quiet quitting behaviors as unethical and realizing that she could not realize herself led to her real resignation.</p> <p>Summary: Although quiet quitting conceptually refers to a process in which the employee does not quit his/her job and continues to make the least effort, it may result in real resignation.Quiet quitting in teaching can lead to a real resignation due to the decrease in the benefit provided to students and lack of self‐realization.Quiet quitting in teaching does not seem to be ethically appropriate in terms of not showing the necessary behaviors in terms of professional ethics in teaching.</p> <p>Keywords: quiet quitting; real resignation; teacher</p> <hd id="AN0187949500-2">Introduction</hd> <p>Quiet quitting is a concept that came to the forefront on a social networking site in the summer of 2022 and became popular on social media (Liu‐Lastres et al. [<reflink idref="bib65" id="ref1">65</reflink>]), with the claim that "work is not your life" (Karrani et al. [<reflink idref="bib58" id="ref2">58</reflink>]). Quiet quitting does not refer to an employee quitting their job (Nimmi et al. [<reflink idref="bib77" id="ref3">77</reflink>]); it refers to the tendency of employees to simply try to complete the workday and put in minimal effort (Vengapally [<reflink idref="bib109" id="ref4">109</reflink>]). Hamouche et al. ([<reflink idref="bib45" id="ref5">45</reflink>]) state that quiet quitting is neither a completely old nor a completely new phenomenon; some researchers (Aydın and Azizoğlu [<reflink idref="bib11" id="ref6">11</reflink>]; Hiltzik [<reflink idref="bib49" id="ref7">49</reflink>]; Lord [<reflink idref="bib67" id="ref8">67</reflink>]) refer to it as "a new name for an old reality".</p> <p>Quiet quitting involves employees giving up their professional goals (Atalay and Dağıstan ([<reflink idref="bib8" id="ref9">8</reflink>])) and leaving their jobs emotionally (Karadas and Çevik [<reflink idref="bib55" id="ref10">55</reflink>]). Employees who show quiet quitting limit their actions only to their official job descriptions (Hamouche et al. [<reflink idref="bib45" id="ref11">45</reflink>]; Karrani et al. [<reflink idref="bib57" id="ref12">57</reflink>]; Lu et al. [<reflink idref="bib68" id="ref13">68</reflink>]), without passion and commitment to their jobs (Boy and Sürmeli [<reflink idref="bib17" id="ref14">17</reflink>]). In other words, in quiet quitting, employees do the least they can do to keep their jobs (Johnson [<reflink idref="bib53" id="ref15">53</reflink>]) and show no willingness to go beyond the scope of their duties (Formica and Sfodera [<reflink idref="bib41" id="ref16">41</reflink>]).</p> <p>Quiet quitting can be characterized as a plan B for those who cannot resign (Dutta et al. [<reflink idref="bib36" id="ref17">36</reflink>]); those who cannot leave their current workplaces due to their financial dependence even though they are no longer committed to the job may show quiet quitting (Nimmi et al. [<reflink idref="bib77" id="ref18">77</reflink>]). Regarding the onset of quiet quitting, Galanis et al. ([<reflink idref="bib42" id="ref19">42</reflink>]) suggest that it is a phenomenon that emerged during the pandemic period. In the study conducted by Harris ([<reflink idref="bib46" id="ref20">46</reflink>]), it was revealed that 43% of the participants exhibited quiet quitting behavior before the pandemic. Arar et al. ([<reflink idref="bib7" id="ref21">7</reflink>]) also state that quiet quitting is a typical organizational behavior problem, but its frequency increases with the pandemic.</p> <p>In a study conducted by Youthall ([<reflink idref="bib113" id="ref22">113</reflink>]), it was found that 46.6% of 1002 participants showed quiet quitting. Also, Harter ([<reflink idref="bib47" id="ref23">47</reflink>]) states that those who show quiet quitting constitute at least 50% of the US workforce and Gallup states that this rate is concentrated in employees under the age of 35 (Ratnatunga [<reflink idref="bib89" id="ref24">89</reflink>]). Similarly, Shah and Parekh ([<reflink idref="bib92" id="ref25">92</reflink>]) state that quiet quitting is common among individuals between the ages of 21‐35. In addition, it is stated that quiet quitting is mostly seen in Generation Z (Aydın and Azizoğlu [<reflink idref="bib11" id="ref26">11</reflink>]) and young Generation Y (Formica and Sfodera [<reflink idref="bib41" id="ref27">41</reflink>]); and the research conducted by Nimmi et al. ([<reflink idref="bib77" id="ref28">77</reflink>]) shows that quiet quitting is not limited to Generations Y and Z, and that Generation X employees are also quiet quitting.</p> <p>Quiet quitting is against the idea that work can control personal life (Dutta et al. [<reflink idref="bib36" id="ref29">36</reflink>]) and involves the psychological separation of employees from their organizations to achieve work‐life balance or to prioritize their well‐being (Anand et al. [<reflink idref="bib6" id="ref30">6</reflink>]). With quiet quitting, employees may think that they can cope with problems more effectively, protect their health and live their lives more meaningfully (Aydın and Azizoğlu [<reflink idref="bib11" id="ref31">11</reflink>]). In addition to these, the reasons for quiet quitting include ignoring employees' contributions to the organization, not being appreciated enough (Talukder and Prieto [<reflink idref="bib103" id="ref32">103</reflink>]), feeling burned out, evaluating the salary as inadequate (Anand et al. [<reflink idref="bib6" id="ref33">6</reflink>]), lack of commitment to career development, not valuing employees and not allowing autonomy, decreased belonging and trust in the organization (Mahand and Caldwell [<reflink idref="bib69" id="ref34">69</reflink>]), employees' perception of injustice in organizational practices (Nimmi et al. [<reflink idref="bib77" id="ref35">77</reflink>]), mismatch of values with organizational values (Formica and Sfodera [<reflink idref="bib41" id="ref36">41</reflink>]), resentment towards administrators or the organization (Stefańska and Gaweł [<reflink idref="bib100" id="ref37">100</reflink>]), job dissatisfaction, poor communication with administrators and colleagues, lack of promotion opportunities and inadequate rewards (Pevec [<reflink idref="bib86" id="ref38">86</reflink>]).</p> <p>The consequences of quiet quitting are detailed and complex (Harris [<reflink idref="bib46" id="ref39">46</reflink>]). At first glance, quiet quitting may not seem to be a concept that can have negative effects, as it refers to employees not being detached from their basic duties (Bhatt et al. [<reflink idref="bib14" id="ref40">14</reflink>]). However, quiet quitting is a process in which employees avoid taking responsibility in their jobs and try to fill their working hours without feeling connected to the organization (Atalay and Dağıstan ([<reflink idref="bib8" id="ref41">8</reflink>])). Quiet quitting can lead to decreased productivity and poor job quality (Pevec [<reflink idref="bib86" id="ref42">86</reflink>]); it can damage organizational effectiveness and functioning (Karrani et al. [<reflink idref="bib57" id="ref43">57</reflink>]). It is also possible that quiet quitting can trigger a toxic organizational culture (Boy and Sürmeli [<reflink idref="bib17" id="ref44">17</reflink>]) and negatively affect employee relations (Stefańska and Gaweł [<reflink idref="bib100" id="ref45">100</reflink>]). In addition to the negative effects of quiet quitting at the organizational level, Dillard et al. ([<reflink idref="bib33" id="ref46">33</reflink>]) emphasize its positive effects at the individual level. In a study conducted by Harris ([<reflink idref="bib46" id="ref47">46</reflink>]), it was revealed that employees stated that long‐term quiet quitting had positive consequences for them in terms of their overall happiness, but they also experienced consequences such as loss of friends, ostracization, and loss of promotion.</p> <p>Quiet quitting can be seen in different forms depending on the occupations of individuals (Nimmi et al. [<reflink idref="bib77" id="ref48">77</reflink>]) and it is predicted that quiet quitting can lead to various consequences in different occupational groups. Unlike other professions, the teaching profession requires teachers to be mentally, physically and emotionally involved in their work (Memiş and Tabancalı [<reflink idref="bib71" id="ref49">71</reflink>]). Quiet quitting in teaching is seen as a gradual decline in teachers' motivation, passion and commitment to teaching (Palad [<reflink idref="bib81" id="ref50">81</reflink>]). However, since teachers' passion is the strongest predictor of students' intrinsic motivation and energy (Patrick et al. [<reflink idref="bib85" id="ref51">85</reflink>]) and research (Atkinson [<reflink idref="bib9" id="ref52">9</reflink>]; Lam et al. [<reflink idref="bib62" id="ref53">62</reflink>]; Zou et al. [<reflink idref="bib114" id="ref54">114</reflink>]) shows that teachers' motivation has an impact on students' motivation, teachers' quiet quitting may have negative effects on students.</p> <p>There are concerns that teachers' quiet quitting may affect the quality of teaching (Lu et al. [<reflink idref="bib68" id="ref55">68</reflink>]); the finding of Varias and Conway ([<reflink idref="bib108" id="ref56">108</reflink>]) that teachers' quiet quitting results in compromising teaching quality justifies these concerns. It has been suggested that teachers who exhibit quiet quitting may limit their communication with students to working hours and reduce the amount of effort they put into their work (Xueyun et al. [<reflink idref="bib112" id="ref57">112</reflink>]). However, improving students' learning and well‐being requires much more than classroom teaching activities (Fauzi and Aisyah [<reflink idref="bib39" id="ref58">39</reflink>]). Teachers develop the potential of their students by transforming, encouraging and inspiring people's lives (Johar and Shanwal [<reflink idref="bib52" id="ref59">52</reflink>]), and the role of teachers is also crucial in students' character development (Rakhmah et al. [<reflink idref="bib88" id="ref60">88</reflink>]). Limiting teachers' roles to classroom teaching activities and administrative practices leads to ignoring the close connection between teachers' activities outside and inside the classroom (Valli and Buese [<reflink idref="bib106" id="ref61">106</reflink>]).</p> <p>The concept of quiet quitting is a new concept in the literature (Arar et al. [<reflink idref="bib7" id="ref62">7</reflink>]; Corbin and Flenady [<reflink idref="bib27" id="ref63">27</reflink>]; Sürücü et al. [<reflink idref="bib102" id="ref64">102</reflink>]), and studies on quiet quitting in terms of teaching profession (Amelia [<reflink idref="bib5" id="ref65">5</reflink>]; Memiş and Tabancalı [<reflink idref="bib71" id="ref66">71</reflink>]; Özen et al. [<reflink idref="bib80" id="ref67">80</reflink>]; Palad [<reflink idref="bib81" id="ref68">81</reflink>]; Tsemach and Barth [<reflink idref="bib105" id="ref69">105</reflink>]; Varias and Conway [<reflink idref="bib108" id="ref70">108</reflink>]) are limited. Considering the effects of educational services on society, it seems essential to investigate teachers' quiet quitting (Memiş and Tabancalı [<reflink idref="bib71" id="ref71">71</reflink>]). In addition, there are debates on the positive and negative consequences of quiet quitting (Talukder and Prieto [<reflink idref="bib103" id="ref72">103</reflink>]) and there are different opinions on its ethical appropriateness (Arar et al. [<reflink idref="bib7" id="ref73">7</reflink>]). Therefore, there is a need for research that will reveal the phenomenon of quiet quitting in different aspects. In addition, although it is known that individuals who show quiet quitting may weaken their emotional commitment to their organizations over time and may consider leaving completely (Kim and Sohn [<reflink idref="bib60" id="ref74">60</reflink>]) and quiet quitting may result in real resignation (Drela [<reflink idref="bib35" id="ref75">35</reflink>]; Nimmi et al. [<reflink idref="bib77" id="ref76">77</reflink>]); how quiet quitting turns into real resignation behavior has not yet been sufficiently revealed. Accordingly, this study seeks to answer the questions of how quiet quitting develops in different contexts, what are its causes and consequences, with which symptoms it appears in the teaching profession, and how it results in real resignation based on the narratives of a teacher who resigned while showing quiet quitting.</p> <hd id="AN0187949500-3">Methods</hd> <p></p> <hd id="AN0187949500-4">Design</hd> <p>This study is a narrative research study that aims to reveal the meanings attributed to this experience by a teacher who real resigned while showing quiet quitting. In narrative research, which is within the qualitative or interpretive research tradition (Moen [<reflink idref="bib74" id="ref77">74</reflink>]), stories are collected from individuals about their experiences (Creswell [<reflink idref="bib28" id="ref78">28</reflink>]) and the meaning they attribute to this experience is reconstructed through the interaction between the researcher and the participant (Carless and Douglas [<reflink idref="bib21" id="ref79">21</reflink>]). In addition, these narratives are evaluated and analyzed by researchers (Overcash [<reflink idref="bib79" id="ref80">79</reflink>]). Narrative researchers relate the meanings in an individual's story to theoretically important categories (Smythe and Murray [<reflink idref="bib97" id="ref81">97</reflink>]). Since narratives allow examining teachers' experiences in social, cultural and organizational contexts in a developmental process (Moen [<reflink idref="bib74" id="ref82">74</reflink>]), narrative research was used in this study, which aimed to understand a teacher's experience of quiet quitting.</p> <hd id="AN0187949500-5">Sample</hd> <p>The number of participants in qualitative research varies depending on the problem being addressed; a single participant may be preferred when a specific context is emphasized in gaining insight into the problem (Subedi [<reflink idref="bib101" id="ref83">101</reflink>]). Narrative research is also conducted when a single participant or a small number of participants describe their experience in detail (Creswell [<reflink idref="bib28" id="ref84">28</reflink>]). Single‐participant research can provide rich qualitative data and reveal the complexity of the phenomenon (Liang [<reflink idref="bib64" id="ref85">64</reflink>]). Since this study explores in depth how quiet quitting develops and results in personal, social and organizational contexts, the research was conducted with a single participant. The participant was determined by criterion sampling, one of the purposive sampling methods (Palinkas et al. [<reflink idref="bib82" id="ref86">82</reflink>]). Purposive sampling is used to obtain the most appropriate result within the scope of the researched question (Campbell et al. [<reflink idref="bib20" id="ref87">20</reflink>]). In the selection of participant, to reveal the participant's quiet quitting experience with its before, during and after processes in accordance with the research questions, the criteria were based on the criteria that this experience of the participant lasted at least 1 year, that the participant was working during the Covid‐19 pandemic outbreak, and that the quiet quitting process resulted in actual resignation. Although quiet quitting is not limited to Generation Z, studies in the literature (Aydın and Azizoğlu [<reflink idref="bib11" id="ref88">11</reflink>]; Formica and Sfodera [<reflink idref="bib41" id="ref89">41</reflink>]; Xueyun et al. [<reflink idref="bib111" id="ref90">111</reflink>]) since it is emphasized that it is prominently seen in Generation Z, it was preferred that the participant was in Generation Z. Accordingly, the participant is a female, young adult, with a 4‐year seniority, a graduate of the faculty of education, and a person who experienced the quiet quitting process while working at a private school. To protect the participant's confidentiality in the study, the participant was given the code name "Linda".</p> <hd id="AN0187949500-6">Data Collection and Data Analysis</hd> <p>The main data collection method in narrative research is interviews in which the participant narrates his/her experience in the form of a story (Spector‐Mersel ([<reflink idref="bib99" id="ref91">99</reflink>]); Tomaszewski et al. [<reflink idref="bib104" id="ref92">104</reflink>]). In this study, five interviews were conducted with the participant. The first two interviews were preparatory to understanding the participant's quiet quitting experience. In these interviews, the participant was introduced to the participant and information about the purpose, importance and research process of the research was given to the participant and basic information about her career history was learned from the participant. In the third interview, open‐ended questions were asked to reveal how the participant experienced the quiet quitting process and a life grid was created with the participant. Life grid is a data collection method that can be used in qualitative studies that can refer to events in people's lives by facilitating recall (Parry et al. [<reflink idref="bib84" id="ref93">84</reflink>]). Based on both the life grid and the interviews, the participant's narratives were put in a chronological order and a whole story was created. In the second interview, in‐depth information was gathered from the events in the participant's narratives through probing questions and her story was reconstructed.</p> <p>The participant's story was analyzed through thematic analysis. Thematic analysis is a process that can be used in narrative research (Creswell [<reflink idref="bib28" id="ref94">28</reflink>]) and involves six stages: recognizing data, creating initial codes, searching for themes, reviewing themes, defining themes and reporting (Braun and Clarke [<reflink idref="bib18" id="ref95">18</reflink>]). In this study, after the data analysis, four categories of narratives emerged: the first year at work, the development process of quiet quitting, quiet quitting and its aftermath, and the metaphor for this experience. After the thematic analysis of the data, a participant confirmation interview was conducted with the participant to obtain her opinions on these themes and codes. In this direction, the third interview conducted with the participant was the member checking interview. Member checking is an important strategy to ensure the reliability (Chase [<reflink idref="bib22" id="ref96">22</reflink>]; Loh [<reflink idref="bib66" id="ref97">66</reflink>]) and validity of the research (Creswell [<reflink idref="bib29" id="ref98">29</reflink>]). In this strategy, data are sent back to participants to check the accuracy of their experiences (Birt et al. [<reflink idref="bib16" id="ref99">16</reflink>]). Member checking is also applied during the interview, allowing participants to confirm or correct the interviewer's comments (Coleman [<reflink idref="bib26" id="ref100">26</reflink>]).</p> <p>The consistency of the themes and codes in the qualitative data analysis process was calculated using the formula developed by Miles and Huberman ([<reflink idref="bib73" id="ref101">73</reflink>]) [Reliability = Consensus/(Consensus + Disagreement)]. To do this, the authors first coded the data separately, then compared these codings, and then reached common decisions regarding the codes after the comparison. Since the coding consistency of the study was found to be 89%, the reliability of the findings was ensured. The codes were presented clearly under the tables and the transferability criterion was tried to be ensured by making direct quotations from the participant sentences related to the codes.</p> <hd id="AN0187949500-7">Findings</hd> <p>The research findings are presented under four sub‐headings: the first year at work, the development process of quiet quitting, quiet quitting and its aftermath, and metaphor related to the participant's experience in this process.</p> <hd id="AN0187949500-8">First Year At Work</hd> <p>The sub‐themes and codes that emerged in the theme of first year at work are presented in Table 1.</p> <p>1 Table First year at work.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Theme</th><th>Sub themes</th><th>Codes</th></tr></thead><tbody valign="top"><tr><td>First Year at Work</td><td>Personal Context</td><td>Intrinsic Motivation</td></tr><tr><td align="center">Passion for Work</td></tr><tr><td align="center">Commitment to Profession</td></tr><tr><td align="center">Organizational Citizenship</td></tr><tr><td align="center">Past Student Experience</td></tr><tr><td align="center">Internship Experience</td></tr><tr><td align="center">Education Background</td></tr><tr><td align="center">Organizational Context</td><td>Negative Interaction with Colleagues</td></tr><tr><td align="center">Positive Interaction with Colleagues</td></tr><tr><td align="center">Tolerant Attitudes of School Administrators</td></tr><tr><td align="center">Appreciation</td></tr><tr><td align="center">Opportunity for Self‐ Development</td></tr><tr><td align="center">Social, Environmental and Societal Context</td><td>Culture</td></tr><tr><td align="center">Social Perception</td></tr></tbody></table> </ephtml> </p> <p>In Table 1, Linda's experiences in the first year at work appears in the personal context, organizational context, social, environmental and societal context.</p> <hd id="AN0187949500-9">Personal Context</hd> <p>The codes of intrinsic motivation, passion for work, professional commitment, organizational citizenship, past student experience, internship experience, educational background emerged in the personal context of Linda's experiences in the first year at work. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Intrinsic Motivation.</bold> "I started working at the workplace with great enthusiasm. I was very interested in counseling, I was looking forward to my students."</p> <p> <bold>Passion for Work.</bold> "I had an incredible motivation that I thought would never end. If I was supposed to do 10 interviews a day, I was doing 20. It was never tiring to see my students."</p> <p> <bold>Commitment to Profession.</bold> "Students would come to me before going to class. I listened to them with interest both during and outside working hours. We had a very good relationship. My students loved me very much... I loved spending time with them so much that I would go out to lunch with them during my lunch breaks with the permission of my administrator. I would continue to take care of them when the shift ended, even though the shift lasted a very long time."</p> <p> <bold>Organizational Citizenship.</bold> "When I first started working, I would come to the institution earlier than everyone else. In fact, some days it would be so early that the institution would not be open yet. I would be at the organization about 1 h before the working hours. To support the organization if something happened at that time."</p> <p> <bold>Past Student Experience.</bold> "My teachers were also very interested in me. It was very special for me to get together with my teachers outside of school, to have picnics with them, to go on trips. This was the teacher in my mind, and this is how I behaved when I became a teacher."</p> <p> <bold>Internship Experience.</bold> "When I got the job, I had some difficulties in getting my head together and setting the time for the interviews. Then I overcame it within a month. The internships I did before definitely influenced this. I did internships in 4 organizations before I started working..."</p> <p> <bold>Education Background.</bold> "I graduated from a good university and received theoretical and practical training, which made me feel secure in my job."</p> <hd id="AN0187949500-10">Organizational Context</hd> <p>The codes of negative interaction with colleagues, positive interaction with colleagues, tolerant attitudes of administrators, appreciation and opportunity for self‐development emerged in the organizational context of Linda's experiences in the first year at work. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Negative Interaction with Colleagues.</bold> "What surprised me the most was the negative and unethical behavior of teachers. When I first started working, I had teacher friends with whom I had arguments. I did not think of teaching like this, I was very disappointed."</p> <p> <bold>Positive Interaction with Colleagues.</bold> "It probably took me 3 months to adapt to my colleagues, but by the end of the year, we were very, very good. I can even say that the fact that my colleagues were at this workplace made me continue working the following year."</p> <p> <bold>Appreciation.</bold> "I constantly received appreciation for my performance from my administrators and once my administrator said, I can leave everyone and I can't think of you apart from this organization. He was aware of my work, my effort, my selfless pace. Even though my salary was low, I felt good at work."</p> <p> <bold>Opportunity for Self‐Development.</bold> "I could participate in any training I wanted. My first year was a year of self‐development."</p> <p> <bold>Tolerant Attitudes of School Administrators.</bold> "I was able to get the rewards of my efforts from my administrators with their tolerant attitude, even if not financially..."</p> <hd id="AN0187949500-11">Social, Environmental and Societal Context</hd> <p>The codes of social perception and cultur emerged in the social, environmental and societal context of Linda's experiences in the first year at work. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Social Perception.</bold> "Being with the students gave me an incredible energy. The society I grew up in and my family play a big role in this. In our society, teaching is a very sacred profession."</p> <p> <bold>Culture.</bold> "...We had developed a friendship beyond coworkers. This was very important for me. How can I put it, this is probably a characteristic of growing up in the culture of this society. It is important for me to be able to act together. My teammates were also suitable for this."</p> <hd id="AN0187949500-12">Development Process of Quiet Quitting</hd> <p>The sub‐themes and codes that emerged in the theme of quiet quitting development process are given in Table 2.</p> <p>2 Table Development process of quiet quitting.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Theme</th><th>Sub Themes</th><th>Codes</th></tr></thead><tbody valign="top"><tr><td>Development Process of Quiet Quitting</td><td>Organizational Context</td><td>Work‐Wage Gap</td></tr><tr><td align="center">Failure to Keep Promises</td></tr><tr><td align="center">Increase in Workload</td></tr><tr><td align="center">Perceiving Injustice</td></tr><tr><td align="center">Gender Discrimination</td></tr><tr><td align="center">Ignoring Labor</td></tr><tr><td align="center">Ignoring Problems</td></tr><tr><td align="center">Personal Context</td><td>Reason for Staying in the Workplace</td></tr><tr><td /><td>Holding a Grudge against the Administrator</td></tr><tr><td /><td>Stop Taking Extra Responsibility</td></tr><tr><td /><td>Communicating</td></tr><tr><td /><td>Health Problems</td></tr></tbody></table> </ephtml> </p> <p>Table 2 shows Linda's experience in the process of developing quiet quitting in organizational context and personal context.</p> <hd id="AN0187949500-13">Organizational Context</hd> <p>The codes of work‐wage gap, failure to keep promises, increase in workload, perceived injustice, gender discrimination, ignoring labor and ignoring problems emerged in Linda's quiet quitting development process. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Work‐Wage Gap.</bold> "When I was interviewing for a job in my first year, I was offered a very low salary, which I told them was insufficient. They told me that since it was my first year, they did not know what I would bring to the organization. At the end of 1 year, when I interviewed for the next year, I was again offered a very low salary. I told them that I had many students and my workload was too much. I was performing as well as maybe three people in the institution could. I told them that this salary did not match this labor."</p> <p> <bold>Failure to Keep Promises.</bold> "In my interview the previous year, they told me that the fees would not be like this the following year. There was a discrepancy and I felt they were not sincere."</p> <p> <bold>Increased Workload.</bold> "Besides the surprise in salary, a deputy school principal had left the organization. I was left with his responsibilities. My workload had increased a lot, I was overwhelmed, I was too busy to handle it."</p> <p> <bold>Perception of Injustice.</bold> "... In the meantime, I found out that a newcomer to the organization in those weeks and a person who started the same year as me, who had a very bad performance, who did not even keep working hours, who could not fulfill the tasks assigned to him, were paid more than me. At that moment, I was disappointed and felt cheated. Then, when I talked to my other friends, I saw that I had the lowest salary, but I also had all the additional work... At that moment I realized that the management was very unfair."</p> <p> <bold>Gender Discrimination.</bold> "One of my friends was told that you are a woman, you are not a man, you are not a breadwinner, this money is enough. When I heard this, I was very angry. There was gender discrimination. The wage I received should have been for my labor. This incident alienated me, I withdrew myself."</p> <p> <bold>Ignoring Labor.</bold> "When I talked to him about the workload, he told me, don't do it, who asked you to do it, and in the same conversation he said, what do you do in this organization?"</p> <p> <bold>Ignoring Problems.</bold> "... I talked to my school principal many times and he always gave a different reason. He said that he couldn't give these jobs to anyone else but me, that he couldn't keep an eye on me and so on. I asked him why, if he was so satisfied with my performance, he saw fit to pay me the minimum wage. He said that this conversation was outrageous and it went nowhere."</p> <hd id="AN0187949500-14">Personal Context</hd> <p>The codes of the reason for staying in the workplace, stopping taking extra responsibility, holding a grudge against the administrator, communicating and health problems emerged in Linda's quiet quitting development process. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Reason for Staying in the Workplace.</bold> "... I could have resigned that day, but it was a place where I was used to, where I could show my potential and where my colleagues were good. So I thought I would continue."</p> <p> <bold>Stop Taking Extra Responsibility.</bold> "My first behavior where I withdrew myself was like this. Only I knew one of the tasks that the deputy school principal had to do, and the school principal... The school principal was sure that I would do it because I would not leave any work incomplete. But I didn't. That morning the school principal was in a very difficult situation in front of the parents."</p> <p> <bold>Holding a Grudge Against the Administrator.</bold> "... He said this sentence to me on Friday. I didn't do it on Monday and left the principal in a difficult situation. I was sure he was aware of my effort, but it was unfair and I did it in reaction to that."</p> <p> <bold>Establishing Communication.</bold> "That day I told him that I wanted to meet him once more after this incident... I told him everything from the injustices I had suffered to how I felt. He said it was a misunderstanding, that I was being touchy, etc. He apologized and gave me 2 days off."</p> <p> <bold>Health Problems.</bold> "My workload and going to work every day unhappy affected my health very negatively. I was constantly going to the doctor and my stomach was very uncomfortable."</p> <hd id="AN0187949500-15">Quiet Quitting and Its Aftermath</hd> <p>The sub‐themes and codes that emerged in the theme of quiet quitting and its aftermath are given in Table 3.</p> <p>3 Table Quiet quitting and its aftermath.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Theme</th><th>Sub themes</th><th>Codes</th></tr></thead><tbody valign="top"><tr><td>Quiet Quitting and Its Aftermath</td><td>Signs of Quiet Quitting</td><td>Doing Things Slowly</td></tr><tr><td align="center">Work Absenteeism</td></tr><tr><td align="center">Not Attending Meetings</td></tr><tr><td align="center">Limiting Performance to the Job Description</td></tr><tr><td align="center">Personal Context</td><td>Learned Helplessness</td></tr><tr><td align="center">Not Feeling Valued</td></tr><tr><td align="center">Happiness</td></tr><tr><td align="center">Organizational Context</td><td>Social Isolation and Exclusion</td></tr><tr><td align="center">Quiet Firing</td></tr><tr><td align="center">Covid‐19 Pandemic Effects</td><td>Work Alienation</td></tr><tr><td align="center">Negative Student Behavior</td></tr><tr><td align="center">Decreased Motivation</td></tr><tr><td align="center">Real Resignation</td><td>Decreasing Benefit to Her Students</td></tr><tr><td align="center">Realizing that She is not Self‐Actualized</td></tr><tr><td /><td>Considering Signs of Quiet Quitting as Unethical</td></tr></tbody></table> </ephtml> </p> <p>In Table 3, Linda's experience in the quiet quitting and its aftermath can be seen with the sub‐themes of signs of quiet quitting, personal context, organizational context, Covid‐19 pandemic effects and real resignation.</p> <hd id="AN0187949500-16">Signs of Quiet Quitting</hd> <p>In the subtheme of Linda's quiet quitting symptoms, the codes of doing things slowly, absenteeism, not attending meetings, limiting her performance to the job description emerged. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Doing Things Slowly.</bold> "... I was very unproductive afterwards. I started to deliberately slow down my work."</p> <p> <bold>Work Absenteeism.</bold> "Some mornings, even though I didn't feel very groggy, if I was a little tired or had a little headache, I would say I was sick and not go to work. I would look for excuses not to go to work."</p> <p> <bold>Not Attending Meetings.</bold> "During this period, I found a reason and did not attend any meetings. They were holding the meetings outside of work, putting them after work... I kept making excuses."</p> <p> <bold>Limiting Her Performance to Her Job Description.</bold> "I withdrew myself from work a lot, but as a teacher, I was doing everything that was told to me in the job interview. I fulfilled how many interviews and seminars I had to do. But there was a lot of additional work on a daily basis that was not planned, I didn't do any of them."</p> <hd id="AN0187949500-17">Personal Context</hd> <p>In the subtheme of personal context, which emerged in Linda's narrative about the quiet quitting and its aftermath, the codes of learned helplessness, not feeling valued and happiness emerged. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Learned Helplessness.</bold> "... I expressed myself to my administrator many times, but since he ignored the problem, I stopped talking and expressing myself after a while. I was making a futile effort, no matter what I did, the result did not change."</p> <p> <bold>Not Feeling Valued.</bold> "... I did not feel valued in the organization. I had witnessed the injustices of my administrator..."</p> <p> <bold>Happiness.</bold> "At first I felt happy when I stopped overdoing behaviors for the workplace and focused on myself. The confusion in my head was reduced and I wasn't thinking about the organization anymore."</p> <hd id="AN0187949500-18">Organizational Context</hd> <p>In the subtheme of organizational context, which emerged in Linda's narrative about quiet quitting and its aftermath, social isolation and exclusion and quiet firing emerged. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Social Isolation and Exclusion.</bold> "... But something happened here that I didn't expect. After a while, they started to mingle among themselves as before, but I was so far away from them that they stopped inviting me."</p> <p> <bold>Quiet Firing.</bold> "My administrators also became more and more rigid. As I withdrew, they tried to increase my workload. Even though my name was not mentioned in meetings where I was present, they made very negative criticisms addressed to me. Their tone was also disturbing."</p> <hd id="AN0187949500-19">Covid‐19 Pandemic Effects</hd> <p>In the subtheme of Covid‐19 pandemic effects, which emerged in Linda's narrative about the quiet quitting and its aftermath, alienation from work, unwanted student behaviors and decreased motivation emerged. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Work Alienation.</bold> "When I returned to work after the pandemic was over, the commute to work felt incredibly heavy... The work seemed unnecessarily long. I realized that I had no time for my own life. When I returned, I was completely disconnected from the workplace... I used to care about the work environment, but now they were unimportant. Instead of preferring to be together with them, to chat with them, it became much more enjoyable to read books in my room in my free time..."</p> <p> <bold>Undesirable Student Behaviors.</bold> "I saw incredible behavioral disorders developing in my students. A 7th grade student was showing behaviors expected from a 4th grade student."</p> <p> <bold>Decline in Motivation.</bold> "As for me, I didn't have the motivation I used to have. I was very detached, I saw working here as very unnecessary."</p> <hd id="AN0187949500-20">Real Resignation</hd> <p>In the subtheme of real resignation, which emerged in Linda's narrative about quiet quitting and its aftermath, it is seen that the benefit to her students decreased, she realized that she could not realize herself and evaluated her behaviors as unethical. Examples of excerpts from Linda's sentences related to these codes are as follows:</p> <p> <bold>Decreasing Benefit to Her Students.</bold> "Something I never expected happened. I realized that I was not as effective with my students as I used to be... Students started not coming to the interviews... I questioned myself a lot and became very unhappy. I was very upset that I could not be as helpful to my students as I was in the past... I remember this very clearly from the parents, she cannot be useful to the students, there is no change in the child, I also heard sentences like that, I had complained."</p> <p> <bold>Realizing that She is Not Self‐Actualized.</bold> "... But this was not me. I was someone who had an impact on her students, someone who improved them. I thought about it a lot and realized that I could not put myself forward by working in this way... I was someone who tried hard, who struggled, who came to work an hour earlier, who tried to improve both the institution and myself, but what have I become? This was not me."</p> <p> <bold>Considering Signs of Quiet Quitting as Unethical.</bold> "In the past, my mind used to be full of work, but I started not to think about it anymore. But I think the teaching profession requires always putting the student at the forefront as a requirement of the profession itself... Students used to feel that they were being taken care of closely. I think I lost this natural connection with the student just trying to do my job with these fixed appointment times. I realized that this was not an appropriate behavior for teaching. The process led me to withdraw myself from the job. But I never thought that this would reduce the benefit I provided to the students. My behavior did not seem ethical to me. But I realized this when I saw that I was not being effective with my students. Otherwise, my attitude at work was the fairest attitude towards me. That's why I resigned that year without finding a new job."</p> <hd id="AN0187949500-21">Metaphor for Linda's Experience In the Process</hd> <p>Linda embodies this experience, in which she developed quiet quitting from the beginning of the job and showed real resignation behavior from quiet quitting, with the metaphor of seasons. In the season subtheme, the codes spring, summer, fall and winter emerged. Examples of quotations from Linda's sentences related to these codes are as follows:</p> <hd id="AN0187949500-22">Spring</hd> <p>"At first, I started in the spring, and there was a sweet excitement, and I was very peaceful. I was excited to do something and to start practicing a profession that I had almost fallen in love with."</p> <hd id="AN0187949500-23">Summer</hd> <p>"Then came the summer. I put myself forward more and more successfully. Every day I was doing better and enjoying myself more. As I took on more responsibility, I felt depressed, like in August when the heat of the summer was scorching. You don't want to go out that month, I didn't want to go to work either."</p> <hd id="AN0187949500-24">Autumn</hd> <p>"I slowly pulled myself back, my mind calmed down a bit. It was like autumn, the air became cooler and cooler. The oppression on me became less and less like the oppression of the humidity in the air. It felt good to pull myself back."</p> <hd id="AN0187949500-25">Winter</hd> <p>"Then, unexpectedly, I turned to winter. There was none of the vibrancy of summer in me. Like winter, I was cold inside. I was immobile, I didn't expect this, I was frozen, I felt like I froze. I experienced the opposite of summer, when I could reveal myself the most, that dull moment when I was the furthest away from myself."</p> <hd id="AN0187949500-26">Discussion</hd> <p>Quiet quitting is a phenomenon that can negatively affect the performances of both employees and organizations, causing economic losses worldwide (Karadas and Çevik [<reflink idref="bib55" id="ref102">55</reflink>]), and is considered as alarming (Johnson [<reflink idref="bib53" id="ref103">53</reflink>]) and threatening (Boy and Sürmeli [<reflink idref="bib17" id="ref104">17</reflink>]). For educators, quiet quitting includes behaviors and attitudes that reflect a break from professional roles (Palad [<reflink idref="bib81" id="ref105">81</reflink>]). In this study, we investigated how quiet quitting develops in different contexts, what are the causes and consequences of quiet quitting, and how it results in real resignation based on the narrative of a teacher who resigned while showing quiet quitting. The participant's story was analyzed in four themes: the first year at work, the development process of quiet quitting, quiet quitting and its aftermath, and the metaphor about the participant's experience in this process.</p> <p>The participant showed intrinsic motivation, passion for work, commitment to the profession, and organizational citizenship behaviors in the first year experience. Similarly, research shows that teachers' interest in the first‐year of their profession is quite high, they enjoy their work (Meristo and Eisenschmidt [<reflink idref="bib72" id="ref106">72</reflink>]), and their intrinsic motivation to teach (Chong and Low [<reflink idref="bib23" id="ref107">23</reflink>]) and their perceptions of organizational citizenship behaviors (Ahmet [<reflink idref="bib4" id="ref108">4</reflink>]) are high. The high intrinsic motivation of the participant can be explained by the Self‐Determination Theory. This theory states that the psychological needs of relatedness, autonomy and competence should be emphasized to understand motivation (Deci and Ryan [<reflink idref="bib32" id="ref109">32</reflink>]). It can be interpreted that the participant's internship experiences and educational background enabled her to evaluate herself as competent when she started teaching, thus fulfilling her need for competence, and her positive interaction with her colleagues and the understanding attitude and appreciation behaviors of her administrators fulfilled her need for relatedness, thus showing high intrinsic motivation towards work.</p> <p>In this study, the organizational citizenship behaviors demonstrated by the participant in her first year at work can be explained by her high intrinsic motivation. Employees with high intrinsic motivation can strive to create a positive working environment for themselves and their colleagues, want to help others, and have a positive attitude towards organizational citizenship behaviors (Ahmed and Khan [<reflink idref="bib3" id="ref110">3</reflink>]). Research also shows that intrinsic motivation is positively related to organizational citizenship behaviors (Barbuto and Story ([<reflink idref="bib12" id="ref111">12</reflink>]); Danish et al. [<reflink idref="bib31" id="ref112">31</reflink>]; Finkelstein [<reflink idref="bib40" id="ref113">40</reflink>]; Pramanik and Chatterjee [<reflink idref="bib87" id="ref114">87</reflink>]; Shareef and Atan [<reflink idref="bib93" id="ref115">93</reflink>]; Shin et al. [<reflink idref="bib94" id="ref116">94</reflink>]).</p> <p>Organizational citizenship behaviors go beyond formal role requirements (Smith et al. [<reflink idref="bib95" id="ref117">95</reflink>]) and are a form of cooperation in which employees make extra contributions in return for their job satisfaction and perceived fairness (Organ [<reflink idref="bib78" id="ref118">78</reflink>]). Quiet quitting, a process in which employees' willingness to engage in citizenship behaviors decreases (Klotz and Bolino [<reflink idref="bib61" id="ref119">61</reflink>]; Talukder and Prieto [<reflink idref="bib103" id="ref120">103</reflink>]), may occur because of perceived injustice (Nimmi et al. [<reflink idref="bib77" id="ref121">77</reflink>]). In this study, it seems that the perception of injustice was effective in the participant's quiet quitting. Work‐wage gap, broken promises, increase in workload, gender discrimination, ignoring labor, ignoring problems and holding a grudge against the administrator are among the other reasons that emerged in the participant's narrative about the process of developing quiet quitting. Similar to these findings, previous studies have shown that low salary (Youthall [<reflink idref="bib113" id="ref122">113</reflink>]), excessive workload (Papadopoulou and Vouzas [<reflink idref="bib83" id="ref123">83</reflink>].; Varias and Conway [<reflink idref="bib108" id="ref124">108</reflink>]), wage inequality according to workload and nepotism among superiors (Nimmi et al. [<reflink idref="bib77" id="ref125">77</reflink>]), evaluating the salary as insufficient (Anand et al. [<reflink idref="bib6" id="ref126">6</reflink>]; Esen [<reflink idref="bib38" id="ref127">38</reflink>]), not valuing employees (Esen [<reflink idref="bib38" id="ref128">38</reflink>]; Mahand and Caldwell [<reflink idref="bib69" id="ref129">69</reflink>]), lack of appreciation and unfair practices (Esen [<reflink idref="bib38" id="ref130">38</reflink>]), not fulfilling promises (Bhatt et al. [<reflink idref="bib14" id="ref131">14</reflink>]; Mahand and Caldwell [<reflink idref="bib69" id="ref132">69</reflink>]) and holding grudges (Stefańska and Gaweł [<reflink idref="bib100" id="ref133">100</reflink>]; Varias and Conway [<reflink idref="bib108" id="ref134">108</reflink>]) are effective in employees' quiet quitting. The participant's quiet quitting due to work‐wage gap and increase in workload can be explained by Adams ([<reflink idref="bib2" id="ref135">2</reflink>]) Equity Theory. According to the Equity Theory, employees want input‐output ratios to be in balance, and in case of inequality, they may try to increase outputs by reducing inputs (Anand et al. [<reflink idref="bib6" id="ref136">6</reflink>]). The participant may have tried to ensure input‐output equality by ceasing to take extra responsibility within the scope of quiet quitting because she found her wage insufficient despite the increasing workload. In addition, the quiet quitting of the participant can also be explained by the Two Factor Theory (Herzberg [<reflink idref="bib48" id="ref137">48</reflink>]). The Two Factor Theory states that hygiene factors are determinant in job satisfaction (Hamouche et al. [<reflink idref="bib45" id="ref138">45</reflink>]); salary, working conditions, communication with management are included in hygiene factors (Herzberg [<reflink idref="bib48" id="ref139">48</reflink>]). The participant's stated work‐wage gap, salary; increase in workload, working conditions; ignoring labor, ignoring problems, not keeping promises and holding grudges may have led to job dissatisfaction due to the inadequacy of communication with management hygiene factors, leading to quiet quitting.</p> <p>The participant communicated with the school principal about the work‐wage gap, excessive workload and broken promises, which were effective in developing quiet quitting, but the school principal ignored her labor and ignored these problems. This situation experienced by the participant can be explained by the moral silence of administrators. Moral silence is accepted as a subset of organizational silence and refers to organizational silence on moral issues (Chung [<reflink idref="bib24" id="ref140">24</reflink>]). Within the scope of moral silence, administrators may focus on the interests of themselves or their organizations (Molthan‐Hill [<reflink idref="bib76" id="ref141">76</reflink>]); they may prefer to base their actions on economic rationality and avoid moral explanations in their work‐related communications (Bird and Waters [<reflink idref="bib15" id="ref142">15</reflink>]). However, it is emphasized that the silence of schools should be considered as a social responsibility since moral silence can have significant effects on society (Chung [<reflink idref="bib24" id="ref143">24</reflink>]). In this study, it seems that the moral silence of the school administrator has a significant effect on the teacher's quiet quitting.</p> <p>In the participant's narrative about the quiet quitting and its aftermath, it is seen that after the quiet quitting, she completed her work slowly, was absent from work, did not attend meetings and limited her performance to her job description. Similarly, in previous studies, it was found that those who showed quiet quitting avoided tasks outside the job description and did not take on new tasks (Memiş and Tabancalı [<reflink idref="bib71" id="ref144">71</reflink>]), took frequent leaves from work, removed themselves from the work environment and progressed slowly at work (Nimmi et al. [<reflink idref="bib77" id="ref145">77</reflink>]). When the participant started to show quiet quitting, she initially felt happy but did not feel valued throughout the process and experienced learned helplessness. The fact that the participant felt happy at the beginning of the quiet quitting process is similar to the finding of Harris ([<reflink idref="bib46" id="ref146">46</reflink>]) that employees' long‐term quiet quitting creates positive results for them in terms of their overall happiness, and different from the finding of Esen ([<reflink idref="bib38" id="ref147">38</reflink>]) that employees feel unhappy during the quiet quitting process. The difference between the findings can be explained by the differences in the duration of the quiet quitting experience of the research participants. In this study, the participant stated that she felt happy only at the beginning of the quiet quitting process. In the study conducted by Nimmi et al. ([<reflink idref="bib77" id="ref148">77</reflink>]), the fact that those who showed quiet quitting reported that they showed learned helplessness by thinking that there was no solution to the problems is similar to the participant's learned helplessness experience during the quiet quitting process. The finding that the participant did not feel valued during the quiet quitting process is consistent with the finding of Esen ([<reflink idref="bib38" id="ref149">38</reflink>]) that the most intense emotion experienced by employees during the quiet quitting process is devaluation.</p> <p>In the process of quiet quitting, the participant encountered social isolation and exclusion in her relationship with her colleagues in the organizational context. Similar to this finding, Harris ([<reflink idref="bib46" id="ref150">46</reflink>]) found that quiet quitting of employees leads to consequences such as loss of friends and exclusion. Moerman ([<reflink idref="bib75" id="ref151">75</reflink>]) considers social exclusion as a sign of quiet quitting and states that not participating in team activities, not being with colleagues socially and avoiding conversations with them can lead to social exclusion. In addition, based on the finding that workplace exclusion leads to quiet quitting in a study conducted by Dutta et al. ([<reflink idref="bib36" id="ref152">36</reflink>]), it can be said that the social isolation and exclusion experienced by the participant during the quiet quitting process may have led to the progression of quiet quitting.</p> <p>During the quiet quitting process, the participant faced quiet firing by her administrators in the organizational context. Quiet firing is a process that started to be mentioned together with quiet quitting (Sürücü et al. [<reflink idref="bib102" id="ref153">102</reflink>]), positioned opposite to quiet quitting (Robinson [<reflink idref="bib90" id="ref154">90</reflink>]), where employers expect employees to voluntarily leave their jobs by making working conditions difficult (Anand et al. [<reflink idref="bib6" id="ref155">6</reflink>]). Postponing employees' promotions, isolating them (Robinson [<reflink idref="bib90" id="ref156">90</reflink>]), rejecting their requests for salary increases and excluding them, giving nonconstructive feedback to employees, asking employees to work overtime and increasing their workload to levels that are difficult to manage are among the difficulties made within the scope of quiet firing (Karadas and Çevik [<reflink idref="bib55" id="ref157">55</reflink>]). Administrators may show quiet firing in response to employees' quiet quitting behaviors (Çimen and Yılmaz [<reflink idref="bib25" id="ref158">25</reflink>]) and may show a harsher and intolerant attitude towards these employees (Gürer et al. [<reflink idref="bib44" id="ref159">44</reflink>]). In this study, during the quiet quitting process of the participant, the participant's administrators' increasingly harsh attitude, trying to increase the workload, and making nonconstructive criticisms can be considered within the scope of quiet firing behaviors.</p> <p>In the participant's narrative about her quiet quitting and its aftermath, it seems that the Covid‐19 pandemic led to the progression of her quiet quitting with its effects on alienation from work and decreased motivation. The Covid‐19 pandemic deeply affected the education sector (Varias and Conway [<reflink idref="bib108" id="ref160">108</reflink>]), led to an increase in especially young employees' perception that their administrators did not value them (Harter [<reflink idref="bib47" id="ref161">47</reflink>]), and accelerated this process by acting as a catalyst for quiet quitting (Formica and Sfodera [<reflink idref="bib41" id="ref162">41</reflink>]). Since increased employee disconnection and not feeling valued are among the reasons for quiet quitting (Mahand and Caldwell [<reflink idref="bib69" id="ref163">69</reflink>]), and since alienation from work was found to be highly correlated with quiet quitting (Karrani et al. [<reflink idref="bib58" id="ref164">58</reflink>]), it can be interpreted that the participant's alienation from work and decreased motivation during the Covid‐19 pandemic advanced her quiet quitting. Also, the fact that Generation Z is the first generation to be significantly affected by the Covid‐19 pandemic and concerns about the integration of Generation Z employees into the labor market (Stefańska and Gaweł [<reflink idref="bib100" id="ref165">100</reflink>]) may explain why the quiet quitting of the participant of this study, a teacher in Generation Z, turned into a real resignation. Longitudinal studies can be conducted with the participation of teachers from Generation Y and Generation Z to find out what proportion of quiet quitting turn into real resignations and the reasons for this.</p> <p>In this study, the participant resigned because of seeing that her benefit to her students decreased while she was showing quiet quitting, realizing that she could not realize herself, and starting to think that her quiet quitting behaviors were not ethically appropriate. The participant's decreased benefit to her students while showing quiet quitting is similar to the finding of Varias and Conway ([<reflink idref="bib108" id="ref166">108</reflink>]) that teachers' quiet quitting results in compromising teaching quality. In addition, Karalinç ([<reflink idref="bib56" id="ref167">56</reflink>]) also found that quiet quitting negatively predicted job performance. Working in a job fulfills the function of self‐actualization (Çalışkan [<reflink idref="bib19" id="ref168">19</reflink>]) and self‐actualization is associated with ethically meaningful, self‐determined activities and the ability to fulfill one's potential (Schoofs et al. [<reflink idref="bib91" id="ref169">91</reflink>]). When administrators invest in their employees through salary, safe working conditions and strong social connections, they create opportunities for their potential to be realized (Vanagas and Rakšnys [<reflink idref="bib107" id="ref170">107</reflink>]). In quiet quitting, which occurs due to the failure of administrators to fulfill their basic leadership responsibilities (Mahand and Caldwell [<reflink idref="bib69" id="ref171">69</reflink>]) and is considered as a symptom of poor management (Harter [<reflink idref="bib47" id="ref172">47</reflink>]), low salary (Youthall [<reflink idref="bib113" id="ref173">113</reflink>]), excessive workload (Varias and Conway [<reflink idref="bib108" id="ref174">108</reflink>]) and social exclusion (Moerman [<reflink idref="bib75" id="ref175">75</reflink>]), it can be said that employees cannot realize themselves at work by not being able to reveal their potential. One of the indicators of self‐actualization at work is intrinsic work motivation (Glaser et al. [<reflink idref="bib43" id="ref176">43</reflink>]), and since the level of motivation gradually decreases in quiet quitting (Palad [<reflink idref="bib81" id="ref177">81</reflink>]), quiet quitting may prevent employees from self‐actualization. Self‐actualization is positively related to job satisfaction (Kaufman [<reflink idref="bib59" id="ref178">59</reflink>]) and job dissatisfaction is an indicator of turnover (Smokrović et al. [<reflink idref="bib96" id="ref179">96</reflink>]). In line with this information, the participant's real resignation while showing quiet quitting can be explained by the fact that the inability of individuals in quiet quitting to realize themselves may lead to job dissatisfaction and may leave the job over time.</p> <p>Consequentialist Ethical Theory can be explained by the fact that the participant's quiet quitting did not start to be considered ethically inappropriate when she saw that her benefit to her students decreased during the quiet quitting process. Consequentialist Ethical Theory places the consequences of action at the center of this theory (Sosa [<reflink idref="bib98" id="ref180">98</reflink>]). Accordingly, the expected and actual consequences of an action are evaluated as the criterion of whether an action is ethical or not; if the consequences of the action are desirable, it is considered ethically appropriate, and if they are not desirable, it is considered ethically inappropriate (Kaptein and Wempe [<reflink idref="bib54" id="ref181">54</reflink>]). The participant's quiet quitting and the decrease in the benefit to the students is an unexpected and unintended consequence of the quiet quitting.</p> <p>Quiet quitting seems to be contrary to business ethics in terms of lying, absenteeism, misusing time, and evading responsibility (Ayabakan [<reflink idref="bib10" id="ref182">10</reflink>]); in this context, it can be said that the behaviors shown in quiet quitting will not be considered ethically appropriate within the scope of Deontological Ethical Theory. Deontological Ethical Theory states that an action is considered ethically appropriate if it meets certain obligations regardless of the consequences (Kaptein and Wempe [<reflink idref="bib54" id="ref183">54</reflink>]). The code of ethics for educators developed by the American Association of Educators (AAE Associations of Americans Educators ([<reflink idref="bib1" id="ref184">1</reflink>])) includes that teachers should strive to create a teaching environment that enables students to unlock their potential, show a positive and active role in school/community relations, and make a joint effort to communicate all necessary information to parents for the benefit of the student. Since quiet quitting is a process in which employees emotionally leave their jobs (Karadas and Çevik [<reflink idref="bib55" id="ref185">55</reflink>]) and make minimal effort (Vengapally [<reflink idref="bib109" id="ref186">109</reflink>]), it can be predicted that these obligations that require continuous effort may not be fulfilled in quiet quitting.</p> <p>Although quiet quitting emerged in response to ineffective practices in the organization, employees should be able to take responsibility for themselves (Ratnatunga [<reflink idref="bib89" id="ref187">89</reflink>]). Employees who are dissatisfied with dysfunctional organizational cultures and leaders may also respond with quiet thriving by taking responsibility instead of submitting to quiet quitting (Ellera et al. [<reflink idref="bib37" id="ref188">37</reflink>]). Quiet thriving is a strategy that enables people to take more control over their work (Bhaimiya [<reflink idref="bib13" id="ref189">13</reflink>]) and can be achieved by taking back control, learning to manage stress, connecting with others, taking regular breaks, prioritizing health and sleep, and being proactive (Ward [<reflink idref="bib110" id="ref190">110</reflink>]). The transition from disconnection to quiet thriving can lead to high motivation and productivity, contributing to the success and sustainability of the organization (Majka [<reflink idref="bib70" id="ref191">70</reflink>]). Although making the least effort is a way of distancing oneself from work stress (Hamouche et al. [<reflink idref="bib45" id="ref192">45</reflink>]), quiet quitting of teachers can lead to negative consequences for both their professional development and society, so quiet quitting can be replaced by quiet thriving strategy.</p> <p>The participant concretizes this experience, in which she developed quiet quitting from the beginning of her employment and showed real resignation behavior from quiet quitting, with the metaphor of "seasons" and the codes spring, summer, autumn and winter emerge in this metaphor. Metaphors function as lenses in understanding career, and through this lens, things that are not visible in other lenses can be seen (Inkson [<reflink idref="bib50" id="ref193">50</reflink>]). Season metaphor is one of the metaphors used in making sense of career (Crowley‐Henry ([<reflink idref="bib30" id="ref194">30</reflink>]); Inkson and Amundson [<reflink idref="bib51" id="ref195">51</reflink>]). Employees experience multiple transitions between seasons throughout their career lives (Donald [<reflink idref="bib34" id="ref196">34</reflink>]). The metaphor of seasons can point to the career cycle (Crowley‐Henry ([<reflink idref="bib30" id="ref197">30</reflink>])). In addition, the metaphor of seasons can occur in different contexts (Levinson [<reflink idref="bib63" id="ref198">63</reflink>]); in this study, the participant refers to the experience of starting a job with the spring season; the process in which she gradually reveals herself more and more at work, but after a while her motivation decreases with the responsibility she undertakes, the summer season; the process in which she starts to develop quiet quitting, the fall season; the process in which her quiet quitting progresses, the winter season. This finding can be interpreted as the participant expresses the change in job performance with the metaphor of season.</p> <hd id="AN0187949500-27">Conclusion</hd> <p>Although teachers start their professional lives with high motivation and commitment to their profession, their experiences in the organizational context are effective in the emergence of their job performance. In this study, quiet quitting, which appeared with the symptoms of slowing down work, absenteeism, not attending meetings and limiting performance to the job description, emerged due to work‐wage gap, broken promises, increase in workload, perceived injustice, gender discrimination, ignoring labor, ignoring problems and to bear a grudge against the school principal. In this respect, the findings are consistent with the Equity Theory (Adams [<reflink idref="bib2" id="ref199">2</reflink>]) and the Two Factor Theory (Herzberg [<reflink idref="bib48" id="ref200">48</reflink>]). Quiet quitting, which can lead to consequences such as happiness, learned helplessness, not feeling valued, social isolation and exclusion, alienation from work, decreased motivation, decreased benefit to students, and inability to realize oneself, may not be considered ethically appropriate in terms of Consequentialist Ethical Theory since it creates mostly negative consequences. In addition, quiet quitting does not seem to be appropriate within the scope of the Deontological Ethical Theory as it may lead to exhibiting inappropriate behaviors in terms of business ethics and not showing the necessary behaviors in terms of professional ethics in teaching. In teaching, quiet quitting may result in real resignation due to decreased benefit to students, inability to realize oneself, and not seeing quiet quitting behaviors as ethically appropriate. Quiet quitting of employees may lead to quiet firing by administrators. The metaphor of the season, which is used to explain the career phenomenon, can embody the career cycle as well as the changing job performance of a teacher until the resignation process.</p> <hd id="AN0187949500-28">Limitations and Recommendations</hd> <p>The prominent findings of the study are summarized in Figure 1 to provide a general framework for future studies on this subject. However, when evaluating the results of this study, its limitations should be taken into account, and the findings should be considered thought‐provoking rather than definitive. The fact that this study was conducted with a single participant, a teacher in the early stages of her career and in Generation Z, limits the generalizability of the findings. Since teachers' professional development and career experiences may differ according to career stages, researchers can investigate the quiet quitting experiences of teachers in different career stages and generations. The finding that quiet quitting results in actual resignation due to decreased benefit to students and lack of self‐realization, which emerged in this study conducted with a single participant, can be reconsidered with research with more participants. Longitudinal studies can be conducted to examine how many employees who show quiet quitting resign. Research can be conducted to reveal the reasons for these behaviors of teachers who resign after quiet quitting. Teachers can maintain their well‐being and work efficiently in the work environment by using a strategy of quiet thriving instead of quiet quitting, which can have negative consequences for both them and their students. Administrators can identify employees who may be inclined to quiet quitting by showing signs such as slow completion of work, absenteeism, failure to attend meetings, and limiting performance to job descriptions, and they can review both their own attitudes and workplace conditions. In this study, the results of the quiet quitting of a teacher were revealed; the results of the quiet quitting of educators can be better understood by conducting research on the quiet quitting of educational administrators.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01oct25/pits23577-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23577-fig-0001.jpg" title="1 The Quiet Quitting Process with Featured Findings." /> </p> <p></p> <hd id="AN0187949500-30">Author Contributions</hd> <p>All authors have equal contributions.</p> <hd id="AN0187949500-31">Acknowledgments</hd> <p>The authors have nothing to report.</p> <hd id="AN0187949500-32">Ethics Statement</hd> <p>For this study, Ethics Committee Approval dated 05.03.2025 and numbered 03‐08 was received from the Research and Publication Ethics Committee of the Marmara University Institute of Educational Sciences.</p> <hd id="AN0187949500-33">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0187949500-34">Data Availability Statement</hd> <p>Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.</p> <ref id="AN0187949500-35"> <title> References </title> <blist> <bibl id="bib1" idref="ref184" type="bt">1</bibl> <bibtext> AAE (Associations of Americans Educators). 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: This Is Not Me! How Quiet Quitting Becomes Real Resignation?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Merve+Aydin%22">Merve Aydin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9216-3410">0000-0001-9216-3410</externalLink>)<br /><searchLink fieldCode="AR" term="%22A%2E+Faruk+Levent%22">A. Faruk Levent</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3429-6666">0000-0003-3429-6666</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(10):3804-3819.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Private+School+Teachers%22">Private School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Employment%22">Teacher Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Actualization%22">Self Actualization</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.23577
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study is a narrative research that aims to reveal the meanings attributed to this experience by a teacher who resigned while showing quiet quitting. The participant, who was included in the study with the criterion sampling method, is a person who has 4 years of professional seniority and experienced quiet quitting while working as a guidance teacher in a private school. The research data were collected through semi-structured interviews and structured grid. The participant stated that she showed intrinsic motivation, passion for work, and organizational citizenship behaviors in the first year at work. In the process of the participant's quiet quitting, work-wage gap, increase in workload, perceiving injustice, and ignoring labor were effective. The participant stated that during the quiet quitting process, she showed behaviors of slowing down the work, absenteeism, not attending meetings and limiting her performance to her job description, as well as not feeling valued, happiness and learned helplessness. During the quiet quitting process, the participant faced quiet firing by school principal and social isolation and exclusion by her colleagues. The participant's starting to evaluate her quiet quitting behaviors as unethical and realizing that she could not realize herself led to her real resignation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1483594
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1483594
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23577
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 3804
    Subjects:
      – SubjectFull: Private School Teachers
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Teacher Motivation
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Social Isolation
        Type: general
      – SubjectFull: Teacher Employment
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Self Actualization
        Type: general
    Titles:
      – TitleFull: This Is Not Me! How Quiet Quitting Becomes Real Resignation?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Merve Aydin
      – PersonEntity:
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            NameFull: A. Faruk Levent
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          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0033-3085
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              Value: 1520-6807
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              Value: 62
            – Type: issue
              Value: 10
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
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