An Evaluation of the Impact of Organizational Silence and Organizational Socialization on Teacher Development

Abstract

This study investigates the effects of organizational silence and organizational socialization on teacher development in secondary schools affiliated with the national education system. The data were collected through semi-structured interviews with ten teachers working at five different schools during the Spring term of the 2024–2025 academic year. The findings reveal that organizational silence hinders innovation and collaboration, whereas organizational socialization fosters trust, communication, and professional development. The study also provides various recommendations regarding school management and educational policy.