Abstract
The aim of this study is to determine the organizational silence levels of English teachers in the province of Mersin and to identify whether there are significant differences in these levels based on various variables. In line with this aim, the following research questions were addressed:
1. What is the organizational silence level of English teachers?
2. Does the organizational silence level of English teachers significantly differ according to gender, seniority, educational level, and age variables?
Since this study aims to identify the existing situation as it is, it is a descriptive research, and therefore, the general survey model was used. Survey models are designed to determine the current situation as it exists (Karasar, 2015). The population of the study consists of 1,947 English teachers working in middle and high schools in the province of Mersin. This study was conducted during the fall semester of the 2022–2023 academic year. In this research, a sample group of 351 individuals was selected from the existing population using a simple random sampling method.. According to Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz, and Demirel (2021), a sample size of 322 is considered sufficient for a population of 2,000. Since the population size in this study is 1,947, a sample size of 351 is deemed adequate. In this study, the Organizational Silence Scale developed by Van Dyne et al. (2003) and adapted into Turkish by Taşkıran (2011) was used. The version of the scale adapted into Turkish was employed in its three-dimensional form, as used by Uçar (2017), which is consistent with the original scale. The Organizational Silence Scale consists of 15 items and 3 sub-dimensions. These sub-dimensions are acquiescent silence, defensive silence, and protective silence. Each sub-dimension includes 5 items. A five-point Likert scale was used in the instrument. The scale options are: “Strongly agree (5)”, “Agree (4)”, “Moderately agree (3)”, “Slightly agree (2)”, and “Strongly disagree (1)”. Since the values were found to be normally distributed, parametric tests such as the t-test and one-way analysis of variance (ANOVA) were chosen for the analysis.
FINDINGS
It was determined that the overall organizational silence level of English teachers (Χ = 2.71) was at a moderate level. In addition, it was found that the acquiescent silence level (Χ = 2.49) and defensive silence level (Χ = 2.16) of English teachers were at a low level, while the protective silence level (Χ = 3.48) was at a high level.
It was observed that the overall organizational silence levels of English teachers significantly differed according to the gender variable [t(349) = 1.901; p < .001]. According to the findings, the organizational silence level of male teachers (Χ = 2.91) was higher than that of female teachers (Χ = 2.51). In addition, male teachers scored significantly higher than female teachers in all sub-dimensions of organizational silence: acquiescent silence [t(349) = 1.893; p < .005], defensive silence [t(349) = 1.885; p < .005], and protective silence [t(349) = 1.916; p < .001].

The mean scores for male teachers were: acquiescent silence (Χ = 2.89), defensive silence (Χ = 2.94), and protective silence (Χ = 3.01); whereas for female teachers, the scores were: acquiescent silence (Χ = 2.53), defensive silence (Χ = 2.48), and protective silence (Χ = 2.41). These results indicate that male teachers exhibit a moderate level of organizational silence in both the overall score and all sub-dimensions, while female teachers demonstrate a low level of organizational silence across all dimensions.
According to the seniority variable, the organizational silence levels of teachers [F = 2.011; p < .001] and all sub-dimensions of organizational silence—acquiescent silence [F = 2.204; p < .005], defensive silence [F = 2.065; p < .005], and protective silence [F = 2.809; p < .005]—showed significant differences. The findings revealed that teachers with 21 years or more of experience had significantly higher organizational silence levels (Χ = 3.11) compared to those with 11–20 years (Χ = 2.64) and 1–10 years (Χ = 2.38) of experience. Similarly, teachers with 21 years or more of experience had higher levels of acquiescent silence (Χ = 3.09) compared to those with 11–20 years (Χ = 2.70) and 1–10 years (Χ = 2.34) of experience. In terms of defensive silence, teachers with 21+ years of experience also scored higher (Χ = 3.06) than those with 11–20 years (Χ = 2.70) and 1–10 years (Χ = 2.37). Regarding protective silence, those with 21 or more years of experience had a higher level (Χ = 3.14) than teachers with 11–20 years (Χ = 2.74) and 1–10 years (Χ = 2.22) of experience. Teachers with 21 or more years and those with 11–20 years of experience exhibit moderate levels of organizational silence, acquiescent silence, defensive silence, and protective silence, whereas teachers with 1–10 years of experience display low levels in all these dimensions. These results indicate that as teachers’ years of service increase, their levels of organizational silence also increase. According to the results of the Tukey HSD test, there were significant differences between all groups, with the differences favoring teachers with 21 or more years of experience.
According to the education level variable, the overall organizational silence levels of English teachers significantly differed [t(349) = 2.045; p < .001]. The findings revealed that teachers with a postgraduate degree had a higher level of organizational silence (Χ = 2.88) compared to those with an undergraduate degree (Χ = 2.54). Furthermore, teachers with a postgraduate degree scored significantly higher than those with an undergraduate degree in all sub-dimensions of organizational silence: acquiescent silence [t(349) = 1.952; p < .001], defensive silence [t(349) = 1.924; p < .001], and protective silence [t(349) = 2.172; p < .001]. The acquiescent silence level of teachers with postgraduate degrees was (Χ = 2.87), defensive silence (Χ = 2.92), and protective silence (Χ = 3.06), while the scores for teachers with undergraduate degrees were acquiescent silence (Χ = 2.55), defensive silence (Χ = 2.50), and protective silence (Χ = 2.36). These results indicate that teachers with postgraduate education demonstrate a moderate level of organizational silence in both overall and all sub-dimensions, whereas those with undergraduate education exhibit a low level of organizational silence across all dimensions.
According to the age variable, the organizational silence levels of teachers [F = 2.141; p < .001], as well as all sub-dimensions of organizational silence—acquiescent silence [F = 2.192; p < .005], defensive silence [F = 2.201; p < .005], and protective silence [F = 2.214; p < .001]—showed significant differences. The findings revealed that teachers in the 41 and over age group had significantly higher organizational silence levels (Χ = 3.19) compared to those in the 31–40 age group (Χ = 2.61) and the 22–30 age group (Χ = 2.33). Additionally, the acquiescent silence level of teachers aged 41 and over (Χ = 3.12) was higher than those aged 31–40 (Χ = 2.67) and 22–30 (Χ = 2.33). Similarly, the defensive silence level of the 41 and over group (Χ = 3.08) was higher than that of the 31–40 group (Χ = 2.69) and the 22–30 group (Χ = 2.36). In terms of protective silence, teachers aged 41 and above also scored higher (Χ = 3.17) than those aged 31–40 (Χ = 2.73) and 22–30 (Χ = 2.23). These results indicate that teachers in the 41 and above and 31–40 age groups exhibit moderate levels of organizational silence and its sub-dimensions, while teachers aged 22–30 demonstrate low levels across all dimensions. As teachers’ age increases, their organizational silence levels also tend to rise. According to the results of the Tukey HSD test, there were significant differences among all groups, with the differences favoring teachers in the 41 and over age group.