Teachers' Perceptions of Organizational Antifragility: A Q Methodology Study

Abstract

This study aims to examine teachers' perceptions of their organizations' antifragility capacity using Q methodology. A total of 20 teachers working in public and private schools across various districts of Istanbul participated in the research. Organizational antifragility was addressed through seven main themes: optionality for gain, embracing disorder, learning and development, collaboration and leadership, resilience and flexibility, systemic factors, and external factors. Based on these themes, a Q sample consisting of thirty-four statements was developed. Data analysis revealed six distinct perspectives regarding teachers' perceptions of their organizations' antifragility capacities. These perspectives provide important insights into how organizations respond to crises, adapt to change, and develop collaboration and leadership dynamics. The six perspectives identified in the study are: fragility, adaptability and flexibility, support and solidarity, digital and strategic resilience, inadequacy in the face of uncertainty, and strategy- and leadership-oriented resilience. The findings emphasize the importance of developing organizational antifragility capacities to respond more effectively to crises, offering valuable implications for educational policies and school management.