Beyond expectations: reality shock and early-career challenges of teachers in Türkiye

This qualitative descriptive study explores reality shock among early-career teachers in Türkiye during their transition into the teaching profession. In-depth interviews were conducted with 33 in-service teachers (1–10 years of experience) working across diverse regional and school contexts. Using thematic analysis, the findings indicate that reality shock unfolds as a multidimensional and temporally progressive process across three interconnected phases: the pre-appointment period, the appointment process, and the post-appointment phase. Extending conventional conceptualizations, the study demonstrates that reality shock begins prior to formal entry into the profession, shaped by expectations and structural uncertainties. Teachers reported psychological strain driven by prolonged uncertainty and perceived unfairness prior to appointment, heightened bureaucratic complexity and logistical challenges during appointment (e.g., documentation, background checks, housing and transportation), and post-appointment difficulties related to pedagogical preparedness, socio-cultural adaptation, and inadequate school conditions. Drawing on participants’ accounts, the study highlights the need for practice-oriented teacher education, context-sensitive induction and mentoring, and structured psychosocial and legal-literacy support to strengthen early-career adjustment and retention in challenging educational settings.