This research investigates the perceptions of teachers regarding their organizational dissent behaviors in secondary schools in central Buca, İzmir. It is a descriptive survey administered to 347 middle school teachers to determine whether their perceptions change depending on their gender, educational status, being a union member and using social media. A subscale named Dissident Behaviors of Organizational Dissent Scale developed by Özdemir (2010) was used. Data was analyzed via SPSS 15 for arithmetic mean, standard deviation, t-test, ANOVA and LSD test. The participants sometimes dissented, and frequently employed upward dissent, and sometimes used lateral dissent and whistle blowing. Results show that teachers gender and social media usage does not create a meaningful difference in their upward dissent, lateral dissent and whistleblowing behaviors. Teachers educational status does not create a meaningful difference in terms of their upward dissent and whistleblowing; however, creates a meaningful difference in lateral dissent. Teachers who are union members show similar dissident behaviors in terms of upward and lateral dissent, however their dissident behaviors differ meaningfully in terms of whistleblowing.
Key words: Organizational dissent, teacher dissent, middle schools, pedagogy of dissent, upward dissent
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