Venturing beyond the comfort zone: exploring influential factors in advantaged and disadvantaged schools

Venturing beyond the comfort zone: exploring influential factors in advantaged and disadvantaged schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Venturing beyond the comfort zone: exploring influential factors in advantaged and disadvantaged schools Taner Atmaca This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6867931/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study explores the dynamics of teachers’ stepping out of their established comfort zones in the contrasting contexts of advantaged and disadvantaged Turkish schools. Through doing qualitative analysis of the experiences of award-winning teachers (n=11), the research uncovers the multiple factors that either anchor teachers in their comfort zones or push them beyond it. Key findings suggest that a weak school culture, negative peer behavior, lack of vision from school leaders, and obstructive bureaucracy significantly contribute to maintaining the existing challenges and limitations in teacher development and school improvement. Conversely, high intrinsic motivation, a positive school culture, visionary leadership, high expectations from students and parents, and engagement in professional learning communities emerge as key factors in encouraging teachers to adopt innovative teaching practices. Limitations of this study include the study’s focus on award-winning teachers, suggesting further research to include a broader range of teachers. Social science/Education Social science/Sociology Social science/Social policy comfort zone educational innovation advantaged schools disadvantaged schools leadership school culture Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Introduction Education systems change to keep up with societal shifts, technological advancements, and new teaching methods (Darling-Hammond, 2017 ; Fullan, 2007 ). Even in this fast-changing educational environment, some teachers rely on familiar and tested teaching methods and classroom management strategies (Ordu, 2021 ; Tschannen-Moran & Hoy, 2001 ). While these methods provide a sense of security and competence, they can hinder innovation and responsiveness to students’ diverse and evolving needs (Lašáková et al., 2017 ). Additionally, established practices offer a sense of control and predictability in modern educational settings (Tien et al., 2021 ). However, this familiarity can lead to a fixed mindset, which can hinder the exploration of new teaching methodologies, technologies, and collaborative learning opportunities that could enhance the educational experience (Cruz, 2018 ) and this may lead teachers to remain in their comfort zone. In the context of education, a teacher’s comfort zone is characterized by reliance on established practices that provide a sense of security and competence but may limit professional growth and adaptability. The concept of the ‘comfort zone’ refers to a psychological state in which teachers perform their duties within established routines and familiar practices, avoiding challenges that push them beyond their current skillset or comfort level (Gomes, 2022 ; Van Gelderen, 2023). According to Buchanan ( 2015 ), teacher’s comfort zone may include their preferred instructional methods, classroom management techniques, and assessment strategies that have been refined over time. For teachers, stepping out of their comfort zone may involve exploring new methodologies, integrating technology, adopting diverse pedagogical frameworks, or engaging with students in novel ways (Falter & Barnes, 2020 ). Studies highlight the specific impacts of the comfort zone in education. Gomes ( 2022 ) found that teachers remaining in their comfort zones show reduced emotional engagement, limiting dynamic student interactions. Villacis-Tapia et al. ( 2020 ) demonstrated that the comfort zone restricts experiential learning, as educators avoid hands-on, active learning activities. Van Gelderen (2023) observed that in entrepreneurial education, the comfort zone limits creativity and risk-taking. Khandelwal et al. ( 2020 ) showed that it hinders inclusive practices, discouraging strategies that meet diverse student needs. Comfort Zone and Impacts on Teachers Teachers' willingness to step out of their comfort zones is shaped by factors like school leadership, resources, family expectations, cultural capital, and student quality (Noah & Seow, 2018 ). In well-resourced schools, leadership often promotes innovation and professional growth, motivating teachers to adopt new pedagogical approaches (Koh & Kenway, 2012 ). Gore et al. (2021) found that teacher competencies are key determinants of teaching quality in disadvantaged schools. Hall et al. ( 2019 ) similarly emphasize that empowering teachers in such settings significantly boosts student outcomes. Advantaged schools provide abundant resources, enabling innovative teaching, whereas limited resources in disadvantaged schools restrict methods and outcomes (Ferguson et al., 2007 ). Nonetheless, strong leadership in disadvantaged schools can effectively encourage teachers to expand beyond their comfort zones (Benzehaf, 2016 ). Family expectations and cultural capital significantly shape teachers' willingness to adopt new practices. In advantaged schools, families with higher cultural capital often hold greater educational aspirations, motivating teachers to innovate (Bourdieu, 1986 ; Farkas, 2018 ). Conversely, families in disadvantaged schools may lack this stimulus for innovation, potentially leading to reduced engagement or lower expectations (Graham et al., 2021 ). Stepping out of comfort zones fosters teachers’ professional growth, learning, and improvement (Nagro, 2019 ). Though challenging, this process can lead to more effective teaching strategies, higher student engagement, and enhanced educational outcomes (Lamers & Admiraal, 2018 ). Adopting new pedagogical approaches or collaborative models requires a culture of trust, support, and encouragement often shaped by school leaders (Tschannen-Moran & Gareis, 2015 ). School leaders significantly influence teachers’ willingness to embrace change by offering vision, support, and promoting a growth-oriented culture, which cultivates an innovative and adaptable teaching community (MacLeod, 2020 ; van Schaick et al., 2020 ). In Turkey, comfort zone dynamics vary between advantaged and disadvantaged schools. “Advantaged schools are those with complete facilities, located in developed urban areas, where teachers are selectively employed, and families possess high economic and cultural capital. Conversely, “disadvantaged” schools are found in rural or peripheral urban areas, primarily staffed by temporary teachers and attended by students from lower socioeconomic backgrounds. For instance, in Turkey’s Southeastern Anatolia Region, where development levels are lowest, the secondary school enrollment rate is 80.9%, well below the national average (Gencer et al., 2023 ). This is further evidenced by high teacher mobility in certain disadvantaged schools (Kızıltaş, 2021 ). Advantaged schools often uphold a tradition of excellence, with established routines and high proficiency levels that may create comfort zones among teachers. High student achievement in these schools can reinforce traditional methodologies, making teachers less likely to adopt new approaches (Zakharov et al., 2016 ). While ample resources and support systems facilitate effective teaching (Haleem et al., 2022), they can also reduce teachers’ motivation to explore new strategies. Moreover, external recognition from parents, the community, and educational bodies can reinforce the status quo, making both teachers and leaders cautious about changes that might alter existing positive perceptions (Elmore, 2004). In disadvantaged schools, teachers may develop comfort zones due to challenging conditions that demand resilience in high-stress settings. Resource limitations often force teachers to rely on familiar, feasible methods (Ladd, 2012 ). The high demands in such schools can lead to burnout, reducing enthusiasm for innovative strategies (Saloviita & Pakarinen, 2021 ). Additionally, limited access to professional development restricts teachers' growth, leaving them less equipped to address students’ evolving needs (Lloyd & Sullivan, 2012 ; Opfer & Pedder, 2011 ). This research aims to understand the key factors that keep teachers within their comfort zones or push them beyond, comparing advantaged and disadvantaged schools in Turkey. The two questions of this study, which were formed depending on the main problem of this research, are as follows: What are the main factors that keep teachers in and out of their comfort zone in advantaged and disadvantaged schools in Turkey? How does staying in or stepping out of the comfort zone affect teachers, students and schools in advantaged and disadvantaged schools in Turkey? Methodology This research employed a phenomenological approach within qualitative methodology to explore the lived experiences of teachers who ventured beyond their comfort zones to achieve remarkable success in their schools. Schutz’s phenomenology centers on understanding the subjective meanings individuals assign to their social world, focusing on the “lifeworld” the realm of everyday experiences and social interactions from which people draw meanings and understandings (Hall, 1997; Schutz, 1967 ). In phenomenological research, Creswell ( 2007 ) and Moustakas ( 1994 ) highlight the need for a relatively homogenous participant group to ensure that all share direct experiences of the phenomenon under study. Accordingly, 11 teachers working in advantaged or disadvantaged schools in Turkey were selected through purposive sampling. Each has received major national or international awards for educational initiatives, signifying their departure from comfort zones. Table 1 presents the participants’ demographic characteristics (All names in the table are anonymised and are not real names). Table 1 Demographic characteristics of the participants Code Name Gender Age Teaching Branch School Type*** Advantaged or Disadvantaged Factor(s) Professional Seniority (year) Education Level City Jale** F 38 Biology High (Science) School (A) High Academic Success, Selected Students, High Socioeconomic Conditions 15 years PhD Ankara Berna** F 40 Primary School Primary School (DA) Rural Area, Low Socioeconomic Conditions 20 years Bachelor Bingöl Gaye** F 38 English High (Project) School (A) High Academic Success, Selected Students 11 years Bachelor İstanbul Sedef** F 37 Chemistry Private High School (A) High Academic Success, Selected Students, High Socioeconomic Conditions 15 years Master İstanbul Serap** F 32 Literature High (State) School (DA) Overcrowded School, Low Socioeconomic Conditions 8 years Master İstanbul Kaya* M 40 IT High (Vocational) School (DA) Low Academic Success, Low Socioeconomic Conditions 16 years PhD Ankara Bilge** M 37 Science Science and Arts Center (Gifted Students School) High Academic Success, Selected Students 14 years Master Eskişehir Mercan** F 57 Biology Science and Arts Center (Gifted Students School) High Academic Success, Selected Students 29 years Master Bursa Fatma* F 39 Science Secondary (State) School (DA) Rural Area, Low Socioeconomic Conditions 16 years Master Erzurum Sevda* F 41 Math Science and Arts Center (Gifted Students School) High Academic Success, Selected Students 18 years Master Elazığ Yasemin** F 39 Literature Social Science High School (A) High Academic Success, Selected Students 15 years Master İstanbul * Owner of “Global best teacher prize”. ** Owner of several national best teacher prize. *** A: Advantaged School; DA: Disadvantaged School Of the 11 teachers in the study, 2 are men and 9 are women, aged 33 and above. Four teach in advantaged schools, four in disadvantaged schools, and three in schools for gifted children. Their teaching experience ranges from 8 to 29 years. Two teachers hold doctorates, seven have master’s degrees, and two have bachelor’s degrees. Participants were selected from seven towns across Turkey: Elazığ, Bingöl, and Erzurum in the east; Bursa and Istanbul in the west; and Ankara and Eskişehir in the central region. Ethical Process Ethical permission was obtained from the Scientific Research and Publication Committee of XXXX University by the author. Informed consent was obtained from all participants prior to the interviews. They were given detailed information about the purpose of the study, the procedures involved, their right to withdraw at any time, and assurances of confidentiality. To maintain confidentiality and anonymity, participants’ names and any identifying details were replaced with pseudonyms in all transcripts and reports. In addition, interviews were conducted at times and locations convenient to the participants to minimise any potential disruption to their professional commitments. Also, ChatGPT version 4.0 was used from time to time to improve the language and translation of the article. Data Collection and Analysis The study group was carefully selected to include teachers who have achieved significant national and international success, primarily through developing and implementing innovative instructional projects to support disadvantaged students. Several participants led technology integration initiatives in under-resourced schools, providing students with digital skills despite limited resources. For example, some teachers spearheaded efforts to encourage parents to send their children to school, improving attendance and fostering sustainability in communities with high dropout rates. The researcher contacted each teacher to explain the study’s scope. As the researcher and interviewees were located in different cities, the interviews were conducted online via the university’s platform. Each interview was recorded with the interviewees’ consent, lasting between 68 and 147 minutes. A semi-structured interview form, containing 7 main questions and 4 sub-questions, was prepared in advance. Following Creswell’s ( 2007 ) and Patton’s ( 2015 ) recommendations, content analysis was used. After analyzing the data, three main themes emerged. A deductive method was applied, following the code-category-theme structure. In order to ensure validity and reliability, direct quotation and triangulation method with participant confirmation were used. Findings The data obtained from the interviews were categorised into three themes. These themes are “Factors that Keep Teachers in the Comfort Zone”, “Factors That Take Teachers out of the Comfort Zone”, and “Effects of Teachers Stepping out of the Comfort Zone”. Theme 1: Reasons That Keep Teachers in Their Comfort Zone The teachers interviewed have stepped out of the comfort zone and are striving to develop themselves, their students and the school through creative and unusual activities. According to teachers’ views and experiences, Fig. 1 lists several factors that keep some colleagues in their comfort zone. Weak School Culture School culture refers to the set of values, beliefs, attitudes and behaviours shared by teachers, students and administrators and shapes a school’s educational environment, ways of interacting and approaches to learning. A weak school culture is often characterised by unclear goals, low expectations, resistance to innovation and little emphasis on professional development. Most of the teachers [ in the disadvantaged school where I used to work ] did not work, they even came to class late, they humiliated the students. Or they would look at them like “what do kids from a technical and vocational school know (!)”. In fact, when I first started working there, we went to a meeting and I was very excited and told them about the ideas I had in mind and what I was going to do. At the end of the meeting, they killed my excitement by saying. “You can’t do that here. “This is a vocational school, you probably think it is like the school you came from”, etc. (Yasemin). Teachers’ behaviours such as late arrival to class, negative attitudes towards students and prejudice against vocational education students indicate deviations from professional standards. In addition, negative and obstructive reactions to innovative ideas and projects reflect some teachers’ resistance to change. “ In my old school, my colleagues in the same branch used to say: ‘We have to do new things because of you, you are causing us problems’ . But another colleague I work with now has the opposite opinion. For example, he says : ‘ Teach me too, I want to study like you ’ (Kaya)” These sentences of another teacher show that the weak school culture weakens the learning habits of teachers and draws them more into the comfort zone. Negative Colleague Behaviour Negative colleague attitudes include behaviours that are unsupportive, critical or resistant to innovation, and such attitudes can prevent teachers from trying new methods, taking pedagogical risks and being open to potential innovative practices in education. Therefore, this situation can naturally lead to some teachers not stepping out of their comfort zone. When I started my job, I was constantly trying to prepare activities in a primary school. I was constantly photocopying, preparing activities, getting the children to move and so on and so forth, but the old teachers there, for example, were like this. They were like, “Well, we’ll see you in 2–3 years” [ making fun of me ]. They said, “We were like this in our time, let’s meet in 3 years, call us”. (Gaye) The cynical and sceptical attitude of some teachers who have not stepped out of their comfort zone towards other colleagues is an example of collegial resistance that can negatively affect the motivation and commitment of innovative teachers to innovation. Principals’ Lack of Vision and Obstructive Bureaucracy Lack of vision in school principals means not having a forward-looking, innovative, and student-centred approach to educational goals and strategies. For example, the following views highlight how some principals’ obstructive attitudes can lead teachers to stay in their comfort zones: Interviewer Have you come across any obstructive managerial attitudes? Serap I have not met her myself, but when I first came to the school, I had a very active teacher friend. From time to time, she gave poetry recitals and prepared plays. The principal did a lot of things to stop her, like preventing her from performing the play and complaining to the higher authority. The principal did not congratulate her or appreciate what she did. Interviewer Does your school principal have the vision to take teachers out of their comfort zone? Kaya : In general, I think (the principal) has no leadership skills. He’s happy if you don’t ask him for anything, if he doesn’t interfere in anything. In fact, something like this happened once: The ambassador of the European Union in Turkey called us to his office and organised an award ceremony. The principal had to come to the ceremony. On the way, he said to me: “Why did you cause us trouble?” These views highlight how inhibiting attitudes and bureaucratic processes that school principals may have towards innovative projects can negatively affect teachers’ professional development and their efforts to create rich learning experiences for students. Student Qualification In particular, the pedagogical strategies and motivation of some teachers may be significantly affected by the presence of students with poor academic profiles. This can make teachers reluctant to adopt more innovative and student-centred teaching methods. For instance, one of the participant teachers draw attention to this issue: In my former school, some of my colleagues had a humiliating attitude towards the students. They used to say things like “These vocational students are not smart, […] they don’t know anything”. They were always looking at the students with such malicious and negative expressions. (Yasemin). This quote shows how teachers’ negative perceptions of students' academic performance can reinforce their tendency to avoid innovative changes in their teaching methods. Weak Commitment Teachers’ low level of emotional and professional commitment to their profession and school appears to be an important factor in keeping them in their comfort zone. Some striking views about weak commitment increasing the comfort zone are as follows: Some of my colleagues do not want to stay in school for a minute longer, they even say to me, “We would never stay in school for two extra hours like you”, they are also very surprised when I stay in school for two hours every day. Some of them even send the students home early in the last lesson. Some of them do teaching only as a job and they even say that they don’t want to hear anything about education outside working hours (Berna). These are teachers who only enter and leave the classroom mechanically, and even do not teach after entering the classroom. (Kaya) These quotes shows that some teachers have a low level of professional commitment, reflecting their tendency to protect their comfort zone. Deceiving the Experience Experienced teachers’ overconfidence in their existing knowledge and skills can lead to a closed attitude to innovation in education. The following quotes are from a teacher codenamed Jale and Yasemin who works in one of the schools with the highest academic achievement profile in Turkey: Interviewer Do you think that relying too much on experience creates a comfort zone? Jale Yes, experience can sometimes be misleading and can sometimes become a handicap in teaching. After a certain period of time, we can think that we do not need to do and learn anything new. Yasemin There are teachers who repeat the same things every year and do not want to do anything new. For example, there are those who only prepare students for university or who always take the same classes and groups. This creates a comfort zone. These quotes show that experience can have a bidirectional effect in the teaching profession. The interviewee states that over time, experience can lead teachers to develop resistance to innovation and neglect their professional development. Lack of Intrinsic Motivation A lack of intrinsic motivation can result in teachers being reluctant to step out of their comfort zone and holding on to their existing knowledge and skills. Lack of intrinsic motivation is therefore an important factor in encouraging teachers to remain in their comfort zone. Some views about this subject are below: Interviewer What are the factors that keep your colleagues in the comfort zone? Jale In my personal opinion, I think that what keeps some of my colleagues in the comfort zone is related to a lack of internal motivation. […] Teachers like us here are completely dedicated to these students and we continue this work with an internal motivation. Kaya The school principal gives a task to the teacher and the teacher submits a fake medical report to avoid doing it. But they do not use this same courage to do something with their students outside of class or to be useful to the student. These quotes indicate that some public-school teachers are reluctant to engage in productive and innovative educational activities for students within the school, but at the same time are willing to invest time and energy in external activities such as private tutoring. Being Closed to Learning Teachers’ reluctance to use new learning methods, to integrate new technologies into the classroom or to adopt new pedagogical strategies can have a negative impact on their professional development and on pupils’ learning experiences, keeping them in their comfort zone. A striking argument in support of this is the following: The majority of them are teachers who are hesitant to change with experience and age. […] Some teachers, for example, do not even want to use the smart board. They are the ones who are monotonous and hesitant to adopt new things. This is what we mean by getting out of the comfort zone. (Bilge) I don’t think this type of learning behavior is common among my colleagues in other schools. Let me give you a striking example: Even during teachers' vocational training during mid-term breaks, I witness conversations about taking the shortest duration of distance courses. (Fatma) From what I observe, I have colleagues who are trapped in the comfort zone. Perhaps they find it difficult to do new and different things (avoidance behaviour). […] I have to put in extra time and effort. Maybe they do not want to make the effort and spare the extra time that I do. Maybe they avoid it because it requires extra effort, time and work. Their general thought is “it is enough to teach my lesson because that is my job description”. (Mercan) These quotes show that some teachers, especially in disadvantaged schools that have not been able to become learning organisations, have become more resistant to educational innovation and technological integration with increasing age and professional experience. A comparison of some of the factors that lead teachers to stay in the comfort zone in advantaged and disadvantaged schools is presented in Fig. 2 . As shown in Fig. 2 , several factors contribute to the comfort zone in both advantaged and disadvantaged schools. In disadvantaged schools, weak commitment emerged as a unique factor leading teachers into the comfort zone. In advantaged schools, factors such as being deceived by experience, negative colleague behavior, and the quality of students ( who already possess high knowledge ) created comfort zones. Common factors in both school types include being closed to learning. Weak leadership and lack of vision were stronger factors in disadvantaged schools, though they were also mentioned in advantaged schools. Weak school culture and a lack of intrinsic motivation were identified as factors contributing to comfort zones in both types of schools. Theme 2: Factors That Take Teachers out of the Comfort Zone Factors pushing teachers out of their comfort zones include continuous professional development, positive feedback from colleagues and administrators, student success stories, and supportive school policies. Figure 3 lists several factors identified by teachers that help them leave their comfort zones: High Intrinsic Motivation and Idealism Intrinsic motivation is a key driving force that supports teachers’ energy and willingness to explore pedagogical innovations, incorporate technological tools into the teaching process, and implement student-centred teaching strategies. For instance, one of them is belong to Berna who has worked for a long time in disadvantaged schools and also owner of a prestigious award on education: Interviewer What do you think is the power that helps you achieve great things? Berna A little bit of passion, a little bit of interest and intrinsic motivation. I was also very impressed by the special work that my father did because he was a teacher. […] Some prestigious schools in Turkey, hearing about my work, want to employ me as a teacher in their schools. However, I do not want to leave the disadvantaged children here because my level of dedication to them is very high. Another example is the experience of a teacher codenamed Mercan. Mercan has been working in a school for the gifted and talented in one of the western provinces of Turkey for about 25 years. And she also has many valuable awards for her international projects about biology: Interviewer What drives you to make such different, creative and constantly activating applications for students? Mercan I love being in activities, doing new things, creating and trying things, pursuing new things. I love going and seeing such learning environments, being fed academically and intellectually by them, and I do it from the heart, with enthusiasm. Passion is very important. Interviewer So, if you had worked in another school, for example in a disadvantaged school, would you have achieved the same results? Mercan If I worked in a disadvantaged school, if there were children who wanted to do these activities, I would do them again. As long as you really have that willingness to work, that motivation to work, that desire to put forward something different, there is nothing that cannot be done. A similar experience belongs to the teacher codenamed Sevda. In her experience, idealistic colleagues in disadvantaged schools struggle to step out of their comfort zone when they are intrinsically motivated. Sevda is a teacher who has been working for 6 years in a school with advantaged and gifted students and who has come to the fore in Turkey with her national-international studies: Interviewer Do you come across teachers in disadvantaged schools who want to step out of their comfort zone? Sevda We work at BİLSEM (Science and Arts Centre), I have colleagues from other schools who call and tell us about the projects they want to do and ask for support. I share the documents and materials I have with these teachers. Sometimes they come to the school where I work and we do some exercises together [ as part of a learning community ]. We share experiences. We help them where they have difficulties and I am happy to see that the work of these teachers is also appreciated in time. (Sevda) Positive School Culture A positive school culture provides an environment that fosters collaboration, supportive relationships and open communication among teachers, students and administrators. The first experience belongs to a teacher, codenamed Sedef, who works in one of the most prestigious private high schools in Turkey with very strong traditions (the school dates to the last quarter of the 19th century). Therefore, its existing strong structure and culture have an important transformative aspect: Interviewer How does the school you are currently working in influence you to step out of or stay in your comfort zone? Sedef It depends on how you look at it. If you are using the latest web tools, if you are working on learning designs, or if you really want to do something related to the work you want to develop, the school opens up an incredible space for that. For example, if we get stuck with technology, the school’s IT department will come to our aid immediately, and if there is a programme we cannot use, they will teach us immediately. Another view and experience belong to a teacher codenamed Gaye, who works in one of the oldest and most prestigious public schools in Turkey. This school (founded in 1908), just like the school in the quote above, has a very bright image with its traditions and culture. Interviewer How do the structure, culture and traditions of this school affect the comfort zone of the teachers? Gaye You know, because this is a project school, there are selected teachers. […]. In high quality schools like ours, everyone pays more attention to what they are doing because everything is on display. This school is the only school in Turkey that offers the most international programmes at the same time. […]. So, teachers have to improve themselves in every field. Principals’ High Vision The vision of principals increases teachers’ motivation towards innovative educational practices and provides the necessary supportive environment for them to step out of their comfort zone. For example, the following words of the teacher codenamed Jale, who works in a high school in the capital of Turkey and accepts the highest scoring students, draw attention to the impact of administrators on teachers stepping out of their comfort zone: I will compare my old and new principals. For example, the only thing that mattered to my old administrator was that the students passed the university exam, nothing else. He just wanted them to do tests, not to expand into any other area or field. But when we think about our current principal ( the principal has a PhD in administration ), he is really a very visionary person. He supports me at every opportunity and can even be flexible. (Jale) Another view comes from Berna, who works in a disadvantaged school but has a visionary principal. Both experiences show that the influence of principals can be similar for teachers, even though the structure of the schools is different: For example, in my current school, the principal is not a very visionary leader, but he is a facilitator. He says you can come to me and tell me what you need in the school, at least he does not stop me. He even encourages me to support my other colleagues. In both quotes, the positive attitudes of administrators create an environment that supports teachers’ openness to pedagogical innovations and their efforts to improve quality in education. Students’ and Parents’ High Expectation The high expectations placed on teachers by students and families can lead teachers to re-evaluate and improve their current teaching methods and approaches. Sevda, who works at the school for the gifted students’ school (BİLSEM) is one of the most striking examples in this context: Interviewer Are expectations high for you at this school? Sevda Since the level of the students in this school is quite high, you are already thinking about what more you can give them. For example, teachers who do not like research and learning cannot work in this school. The student profile here forces teachers to learn. We have to be open to innovations and I have to follow new scientific publications and developments. Another experience and opinion belong to a teacher codenamed Gaye, who works in a prestigious public high school in Turkey. In order to enter this school, students have to take a very difficult exam after secondary school and can only enter with almost full marks. So, if the academic profile of the school is very high, this can be a driving force for teachers to step out of their comfort zone: You must discover new things in this school because the students here can immediately complain and question your methods. Also, they have friends from other countries, so they can compare your methods with the methods of other students’ teachers. (Gaye) Getting Involved in Learning Communities Learning communities create collaborative platforms where teachers can exchange ideas, share experiences and develop their professional knowledge. There are some important experiences of teachers about this context: […] I attended the TÜBİTAK ( Scientific and Technological Research Council of Turkey ) teacher training. When I attended a teacher training course and met those who were “twinging” like me, I understood that I was not alone. In these trainings you make new connections and new group friendships. More than the content of the training here, it was the social network you built in these trainings that started to motivate me. (Bilge) Another example is the teacher who, despite working in a disadvantaged school ( in capital city of Turkey ), was selected as one of the 50 best teachers in the world in the Global Teacher Prize, which was presented as the 2021 Nobel Prize in Education. Some teachers really try to learn, for example I have a friend, we met in a TÜBİTAK project in Eskişehir ( a city close to capital city of Turkey ). Then I saw that he was very different and then I started to guide him. For example, he went abroad 6–7 times in the last 5 years for these studies. He and his students were the winners of many awards and prizes. Our meeting there and my correct guidance had an indirect effect on many students (Kaya). Another striking experience belongs to a teacher, codenamed Gaye, who works in an advantaged school and who is stepping out of her comfort zone by strengthening her professional skills through learning communities: So let me take myself as an example. I have never done an Erasmus project or anything like that and I didn’t know about it. So, I didn’t have any information about Erasmus. In 2019, our maths teacher included me in a project he was doing in our school. That was a radical change for me. I’ve never been to Europe before. For example, in the countries I visited, I learnt so much from the people there that I was always taking note of what they were saying and saying, look, this is how it is. (Gaye) As shown in Fig. 4 , several factors contribute to the comfort zone in both advantaged and disadvantaged schools. In advantaged schools, factors such as being deceived by experience, negative colleague behavior, and the quality of students ( who already possess high knowledge ) create comfort zones. Common factors across both school types include being closed to learning. Weak leadership and lack of vision were more prominent in disadvantaged schools but were also mentioned in advantaged schools. Weak school culture was identified as a factor influencing comfort zones in both contexts. Finally, a lack of intrinsic motivation was noted as a factor in both school types. In Fig. 5 it is possible to see the factors that influence teachers in advantaged and disadvantaged schools to stay in or leave the comfort zone on the coordinate plane. Discussion This study reveals that the comfort zone phenomenon in educational settings is influenced by both teacher-student interactions and institutional policies. Teachers reported that weak school culture, often stemming from inadequate leadership and lack of vision, fosters mediocrity and stifles innovation. This aligns with Turan and Bektaş’s (2013) view that poor leadership hinders educational progress. When leaders fail to promote high expectations and continuous improvement, teachers may feel unsupported and remain in their comfort zones. Strong, visionary leadership is essential for encouraging innovation, and investing in leadership development can mitigate this issue. This study contributes to the literature by highlighting the impact of leadership and school culture on teachers’ willingness to innovate in the Turkish educational context. The impact of weak school culture on student learning outcomes underscores the influence of institutional factors on educational quality. As Smith ( 2007 ) and Brault et al. ( 2014 ) observed, low expectations within a school culture can diminish student motivation and achievement. This study supports these findings, showing that disengaged teachers confined to their comfort zones negatively affect student performance. Addressing this issue requires a holistic approach, focusing not only on teacher development but also on fostering a positive school culture that prioritizes innovation and excellence. The study also highlights personal factors such as low commitment, resistance to new experiences, closed-mindedness, and lack of intrinsic motivation that hinder teachers from stepping out of their comfort zones. This suggests that individual attitudes and beliefs are crucial to professional growth. Dweck’s ( 2006 ) growth mindset theory posits that fostering a mindset that embraces challenges can enhance resilience and adaptability in educators. By cultivating this mindset, teachers may become more open to new teaching methods and technologies, which is vital in today’s evolving educational environment. Conversely, the study identifies visionary leadership and positive school culture as key enablers for teachers to step out of their comfort zones. This aligns with Sheras and Bradshaw’s ( 2016 ) findings that a supportive ecosystem characterized by collaboration, open communication, and mutual respect encourages pedagogical innovation. My research extends this understanding by highlighting the specific role of principals in the Turkish context, where strong leadership can compensate for resource limitations and other systemic challenges. The second research theme includes some factors that encourage teachers to step out of their comfort zone. For example, visionary leadership, particularly from principals, emerges as a critical factor in motivating teachers towards embracing educational innovations. Leaders who exhibit a strong vision and support for innovative practices provide the necessary encouragement and resources for teachers to step beyond their comfort zones (Liepold et al., 2013 ). Positive school culture fosters a supportive ecosystem for pedagogical innovation, where collaborative efforts, open communication, and mutual respect among teachers, students, and principals’ blossom (Shears & Bradshaw, 2016). High expectations from students and parents are another key factor that pushes teachers out of their comfort zones. These expectations challenge teachers to constantly re-evaluate and improve their teaching methods to create more effective and engaging learning experiences (Sarra et al., 2018 ). Finally, participation in learning communities provides teachers with a platform for professional development and collaboration. This collaborative learning fosters a culture of innovation and professional development, further motivating teachers to step out of their comfort zones in pursuit of pedagogical excellence (Yu & Chao, 2023 ). Stepping out of the comfort zone contributes significantly to teachers’ professional development, enabling them to acquire new pedagogical strategies and skills. This shift not only promotes professional innovation and creativity, but also fosters adaptability, which increases motivation to improve the quality of education. The process is transformative, leading to self-improvement and planned, regular working habits (Şahin et al., 2016 ). It enriches the image of teachers, positioning them as leaders and role models within the educational community. Ultimately, the journey promotes emotional wellbeing and job satisfaction, and is a crucial step in the continuous development of teaching practice. Innovative teaching methods that depart from traditional practices stimulate student interest and motivation (Zhang et al., 2020 ). By introducing more engaging and creative learning experiences, teachers have a significant impact on students’ desire to attend school and actively participate in their education. However, it should be noted that teachers who step out of their comfort zone, especially in disadvantaged schools, and transform the lives of disadvantaged students through their outstanding work, also contribute to equal opportunities in education. Conclusion, Limitations and Future Directions In conclusion, this research underscores the significance of addressing both institutional and personal factors to encourage teachers to step outside their comfort zones. Weak school cultures, characterized by poor leadership and low expectations, hinder innovation and student achievement, resulting in teachers remaining in their comfort zones. In contrast, fostering positive school cultures through visionary leadership, high expectations, and collaborative learning communities encourages teachers to venture beyond their comfort zones. This study has some limitations. The reliance on qualitative interviews, while providing in-depth insights, limits generalizability to broader educational contexts. Future research could incorporate quantitative methods to validate the findings across a larger sample. Additionally, the focus on teachers with national or international awards may introduce a bias towards more motivated individuals. Future studies could expand the eligibility criteria to include teachers who have not received such recognition but contribute significantly to educational innovation. The geographical focus on Turkey also limits the broader applicability of the findings, suggesting the need for international comparative research to explore the comfort zone phenomenon across diverse educational contexts. For the Turkish context, further research should examine the cultural and institutional factors influencing teachers' comfort zones. Investigating local education policies, leadership styles, and community expectations could offer valuable insights. Comparative studies across different Turkish regions could identify best practices and areas for improvement. Future research should also include a more diverse sample of teachers to enhance the generalizability of these findings to various educational settings in Turkey. Declarations Funding The researcher did not receive any financial support for this research. Author Contribution This study was conceptualized, designed, conducted, and written solely by the author. The author was responsible for all aspects of the research, including literature review, data collection, analysis, interpretation, and manuscript preparation. References Benzehaf B (2016) Expanding teacher comfort zones: developing professionalism. J Engl Lang Teach Linguistics 1(3):215–227 Bourdieu P (1986) The forms of capital. In: Richardson J (ed) Handbook of Theory and Research for the Sociology of Education. Greenwood, Westport, CT, pp 241–258 Brault MC, Janosz M, Archambault I (2014) Effects of school composition and school climate on teacher expectations of students: A multilevel analysis. Teach Teacher Educ 44:148–159. https://doi.org/10.1016/j.tate.2014.08.008 Buchanan J (2015) Comfort zone: Model or metaphor? Australian J Teacher Educ 40(6):31–47. https://doi.org/10.14221/ajte.2015v40n6.3 Creswell JW (2007) Qualitative inquiry & research design: Choosing among five approaches, 2nd edn. Sage, Thousand Oaks, CA Cruz B (2018) Teachers’ knowledge, perceptions, and practices about mindset in the Northern Mariana Islands. Doctoral Dissertation, Walden University, USA Darling-Hammond L (2017) Teacher education around the world: What can we learn from international practice? Eur J Teacher Educ 40(3):291–309. https://doi.org/10.1080/02619768.2017.1315399 Dweck CS (2006) Mindset: The new psychology of success. Random House Falter MM, Barnes ME (2020) The importance of the comfort zone in preservice teachers’ evaluation of video analysis sessions as a tool for enhanced reflection. Teacher Educ Q 47(2):64–85 Farkas G (2018) Family, schooling, and cultural capital. In: Schneider B (ed) Handbook of the sociology of education in the 21st century. Springer, pp 3–38 Ferguson H, Bovaird S, Mueller M (2007) The impact of poverty on educational outcomes for children. Paediatr Child Health 12(8):701–706. https://doi.org/10.1093/pch/12.8.701 Fullan M (2007) The new meaning of educational change, 4th edn. Teachers College Gencer EG, Korlu Ö, Kesbiç K, Akay SS, Kotan H, Arık BM (2023) Eğitim izleme raporu 2023. Eğitim Reformu Girişimi (ERG). https://www.egitimreformugirisimi.org/wp-content/uploads/2023/12/EgitimIzlemeRaporu2023.pdf Godfrey D, Brown C (2019) An ecosystem for research-engaged schools reforming education through research. Routledge Gomes GSC (2022) Musing over the role of emotions to promote the exodus from the Comfort Zone in English language teaching and learning at a state university in Brazil. Revista Brasileira de Lingüística Aplicada. https://doi.org/10.1590/1984-6398202218427 Graham A, Truscott J, O’Byrne C, Considine C, Hampshire A, Creagh S, Western M (2021) Disadvantaged families’ experiences of home-school partnerships: navigating agency, expectations and stigma. Int J Incl Educ 25(11):1236–1251. https://doi.org/10.1080/13603116.2019.1607913 Haleem A, Javaid M, Qadri MA, Suman R (2021) Understanding the role of digital technologies in education: A review. Sustainable Oper Computers 3:275–285. https://doi.org/10.1016/j.susoc.2022.05.004 Hall JR (1977) Alfred Schutz, his critics, and applied phenomenology. Cult Hermeneutics 4(3):265–279. https://doi.org/10.1177/019145377700400303 Hall C, Lundin M, Sibbmark K (2019) Strengthening teachers in disadvantaged schools: evidence from an intervention in Sweden’s poorest city districts. Scandinavian J Educational Res 66(2):208–224. https://doi.org/10.1080/00313831.2020.1788154 Khandelwal R, Kolte A, Pawar PA, Martini E (2020) Breaking out of your comfort zone: An archival research on epistemology in inclusive education pedagogy for industry 4.0. Int J Educational Manage 36(4):364–380. https://doi.org/10.1108/IJEM-02-2020-0090 Kızıltaş Y (2021) Disproportionate teacher mobility: Anatomy of a problem in rural areas schools with a predominance of bilingual students. Kocaeli Univ J Educ 4(2):440–475. https://doi.org/10.33400/kuje.956378 Koh A, Kenway J (2012) Cultivating national leaders in an elite school: deploying the transnational in the national interest. Int Stud Sociol Educ 22(4):333–351. https://doi.org/10.1080/09620214.2012.745342 Ladd HF (2012) Education and poverty: confronting the evidence. J Policy Anal Manag 31(2):203–227 Lamers AM, Admiraal WF (2018) Moving out of their comfort zones: enhancing teaching practice in transnational education. Int J Acad Dev 23(2):110–122. https://doi.org/10.1080/1360144X.2017.1399133 Lašáková A, Bajzíková L, Dedze I (2017) Barriers and drivers of innovation in higher education: Case study-based evidence across ten European universities. Int J Educational Dev 55:69–79 Liepold MJ, Rasmussen CM, Boyce K, Poskas DT (2013) Outside the comfort zone: strategies for developing emotionally intelligent leaders. J Leadersh Educ 12(2):74–87 Lloyd MER, Sullivan A (2012) Leaving the profession: the context behind one quality teacher’s professional burn out. Teacher Educ Q 39(4):139–162 MacLeod L (2020) Shaping professional development of educators: the role of school leaders. In: White MA, McCallum F (eds) Critical perspectives on teaching, learning and leadership. Springer, Singapore, pp 189–217 Moustakas C (1994) Phenomenological research methods. Sage Nagro SA (2019) Reflecting on others before reflecting on self: using video evidence to guide teacher candidates’ reflective practices. J Teacher Educ 71(4):420–433. https://doi.org/10.1177/0022487119872700 Noah ZH, Seow T (2018) Teachers’ comfort level and school support in using information and communications technology (ICT) to enhance spatial thinking. In: Chang CH, Wu B, Seow T, Irvine K (eds) Learning geography beyond the traditional classroom. Springer, pp 173–200 Opfer VD, Pedder D (2011) Conceptualizing teacher professional learning. Rev Educ Res 81(3):376–407 Ordu UBA (2021) The role of teaching and learning aids/methods in a changing world. In New challenges to education: Lessons from around the world (BCES Conference Books) (Ed. Nikolay Popov), v19, 210–216. Bulgarian Comparative Education Society Patton MQ (2015) Qualitative evaluation and research methods. SAGE Sarra C, Spillman D, Jackson C, Davis J, Bray J (2018) High-expectations relationships: a foundation for enacting high expectations in all Australian schools. Australian J Indigenous Educ 49(1):32–45. https://doi.org/10.1017/jie.2018.10 Schutz A (1967) The phenomenology of the social world. Northwestern University Sheras PL, Bradshaw CP (2016) Fostering policies that enhance positive school environment.t. Theory into Pract 55(2):129–135. https://doi.org/10.1080/00405841.2016.1156990 Saloviita T, Pakarinen E (2021) Teacher burnout explained: Teacher, student, and organisation-level variables. Teach Teacher Educ 97:103221. https://doi.org/10.1016/j.tate.2020.103221 Smith SL (2007) The relationship between school culture and student achievement in a large urban school district. Doctoral Dissertation, The University of Southern Mississippi, USA Şahin M, Erişen Y, Çeliköz N (2016) The transformational learning of three adult academicians. Mediterranean J Humanit 6(1):299–307 Tien DTK, Namasivayam SN, Ponniah LS (2021) Transformative learning in engineering education: the comfort zone factor. Global J Eng Educ 23(2):112–120 Tschannen-Moran M, Hoy AW (2001) Teacher efficacy: Capturing an elusive construct. Teach Teacher Educ 17(7):783–805. https://doi.org/10.1016/S0742-051X(01)00036-1 Tschannen-Moran M, Gareis CR (2015) Principals, trust, and cultivating vibrant schools. Societies 5:256–276. https://doi.org/10.3390/soc5020256 Turan S, Bektas F (2013) The relationship between school culture and leadership practices. Eurasian J Educational Res 52:155–168 Van-Gelderen M (2023) Using a comfort zone model and daily life situations to develop entrepreneurial competencies and an entrepreneurial mindset. Front Psychol 14:1136707. https://doi.org/10.3389/fpsyg.2023.1136707 van Schaick P, Volman M, Admiraal W (2020) Fostering collaborative teacher learning: A typology of school leadership. Eur J Educ 55:217–232. https://doi.org/10.1111/ejed.12391 Villacis-Tapia E, Luxton I, Valdes VR, Ozbek ME, Ayarza C (2020) Breaking students’ comfort zone: Learning from community members, a strategy within the AEC education. Int Struct Eng Constr J, 7(1), EPE-01-EPE-07. Yu TK, Chao CM (2023) Encouraging teacher participation in professional learning communities: exploring the facilitating or restricting factors that Influence collaborative activities. Educ Inform Technol 28:5779–5804. https://doi.org/10.1007/s10639-022-11376-y Zakharov A, Gaelebale T, Carnoy M (2016) Do better teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland. Int J Educational Dev 50:108–124. https://doi.org/10.1016/j.ijedudev.2016.07.001 Zhang A, Olelewe CJ, Orji CT, Ibezim NE, Sunday NH, Obichukwu PU, Okanazu OO (2020) Effects of innovative and traditional teaching methods on technical college students’ achievement in computer craft practices. SAGE Open 10(4). https://doi.org/10.1177/2158244020982986 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6867931","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":469562331,"identity":"0ee89b2a-db67-430b-ae07-d5242830a32a","order_by":0,"name":"Taner Atmaca","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9klEQVRIiWNgGAWjYJAD5gcSFSCKuQGvMh4IZQAi2AwszoC0MBKvhUGisg1EEdBiz3724OOKmj/R/O2HHxjcnFcLZAC1/KjYhtsWnrxkwzPHDHJnnEkzeDhz2/HcGYcZGxh7ztzG47AcM8kGNoPchhsMBsaS247lNgC1MDO24dHC/8b8Z8M/g9z5N9g/SP+dcyx3PkEtEjlmjI1tBrkbbvAYSEg21ORuIKjlxhtjycY+49yNZ3LKDCSOHcjdCNRyEJ9f2PtzDD82fJPLnXf8+OYHEjV1ufPOHz744EcFbi3o4DCYPEC0eiCoI0XxKBgFo2AUjBAAAP1hXSUNEaeIAAAAAElFTkSuQmCC","orcid":"","institution":"Duzce University","correspondingAuthor":true,"prefix":"","firstName":"Taner","middleName":"","lastName":"Atmaca","suffix":""}],"badges":[],"createdAt":"2025-06-11 05:08:20","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6867931/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6867931/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":84399330,"identity":"26652507-98df-48d1-bd94-1a0c33e85731","added_by":"auto","created_at":"2025-06-11 13:09:04","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":42595,"visible":true,"origin":"","legend":"\u003cp\u003eSome factors keeping teachers in comfort zone\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6867931/v1/a957afd5e06eb6d75ffbf52f.png"},{"id":84400770,"identity":"14e44c50-2c73-4292-b9e1-7349d512b39b","added_by":"auto","created_at":"2025-06-11 13:25:04","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":66935,"visible":true,"origin":"","legend":"\u003cp\u003eSome factors keeping teachers in comfort zone\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6867931/v1/e1aded816a4fb5abe73e4fe2.png"},{"id":84399631,"identity":"906ec5c2-2b67-477e-b105-4b433452b58e","added_by":"auto","created_at":"2025-06-11 13:17:05","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":33777,"visible":true,"origin":"","legend":"\u003cp\u003eFactors that take teachers out of the comfort zone\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6867931/v1/99b140c0ac6bafd524471468.png"},{"id":84399634,"identity":"e43b165d-de02-4bd5-a26b-59b3723ebeaf","added_by":"auto","created_at":"2025-06-11 13:17:05","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":71433,"visible":true,"origin":"","legend":"\u003cp\u003eSome factors that take teachers out of their comfort zone in advantaged and disadvantaged schools\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-6867931/v1/ab8720ecb3a43723c9999942.png"},{"id":84399352,"identity":"876e019f-249d-4537-a2b1-c9225fe94cd7","added_by":"auto","created_at":"2025-06-11 13:09:05","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":57847,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of factors effecting comfort zone according to school types\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-6867931/v1/6cd7d3e5ae510af9e7df3b3c.png"},{"id":90006931,"identity":"c8af0735-d022-455b-8de7-ef83fbf1ba7d","added_by":"auto","created_at":"2025-08-27 09:39:55","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1099980,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6867931/v1/54f62b61-b730-4751-abe6-2b24fd1bca78.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Venturing beyond the comfort zone: exploring influential factors in advantaged and disadvantaged schools","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEducation systems change to keep up with societal shifts, technological advancements, and new teaching methods (Darling-Hammond, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Fullan, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Even in this fast-changing educational environment, some teachers rely on familiar and tested teaching methods and classroom management strategies (Ordu, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Tschannen-Moran \u0026amp; Hoy, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). While these methods provide a sense of security and competence, they can hinder innovation and responsiveness to students\u0026rsquo; diverse and evolving needs (Laš\u0026aacute;kov\u0026aacute; et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Additionally, established practices offer a sense of control and predictability in modern educational settings (Tien et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). However, this familiarity can lead to a fixed mindset, which can hinder the exploration of new teaching methodologies, technologies, and collaborative learning opportunities that could enhance the educational experience (Cruz, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) and this may lead teachers to remain in their comfort zone. In the context of education, a teacher\u0026rsquo;s comfort zone is characterized by reliance on established practices that provide a sense of security and competence but may limit professional growth and adaptability.\u003c/p\u003e \u003cp\u003eThe concept of the \u0026lsquo;comfort zone\u0026rsquo; refers to a psychological state in which teachers perform their duties within established routines and familiar practices, avoiding challenges that push them beyond their current skillset or comfort level (Gomes, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Van Gelderen, 2023). According to Buchanan (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), teacher\u0026rsquo;s comfort zone may include their preferred instructional methods, classroom management techniques, and assessment strategies that have been refined over time. For teachers, stepping out of their comfort zone may involve exploring new methodologies, integrating technology, adopting diverse pedagogical frameworks, or engaging with students in novel ways (Falter \u0026amp; Barnes, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Studies highlight the specific impacts of the comfort zone in education. Gomes (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that teachers remaining in their comfort zones show reduced emotional engagement, limiting dynamic student interactions. Villacis-Tapia et al. (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) demonstrated that the comfort zone restricts experiential learning, as educators avoid hands-on, active learning activities. Van Gelderen (2023) observed that in entrepreneurial education, the comfort zone limits creativity and risk-taking. Khandelwal et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) showed that it hinders inclusive practices, discouraging strategies that meet diverse student needs.\u003c/p\u003e"},{"header":"Comfort Zone and Impacts on Teachers","content":"\u003cp\u003eTeachers' willingness to step out of their comfort zones is shaped by factors like school leadership, resources, family expectations, cultural capital, and student quality (Noah \u0026amp; Seow, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In well-resourced schools, leadership often promotes innovation and professional growth, motivating teachers to adopt new pedagogical approaches (Koh \u0026amp; Kenway, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Gore et al. (2021) found that teacher competencies are key determinants of teaching quality in disadvantaged schools. Hall et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) similarly emphasize that empowering teachers in such settings significantly boosts student outcomes. Advantaged schools provide abundant resources, enabling innovative teaching, whereas limited resources in disadvantaged schools restrict methods and outcomes (Ferguson et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Nonetheless, strong leadership in disadvantaged schools can effectively encourage teachers to expand beyond their comfort zones (Benzehaf, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Family expectations and cultural capital significantly shape teachers' willingness to adopt new practices. In advantaged schools, families with higher cultural capital often hold greater educational aspirations, motivating teachers to innovate (Bourdieu, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e1986\u003c/span\u003e; Farkas, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Conversely, families in disadvantaged schools may lack this stimulus for innovation, potentially leading to reduced engagement or lower expectations (Graham et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eStepping out of comfort zones fosters teachers\u0026rsquo; professional growth, learning, and improvement (Nagro, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Though challenging, this process can lead to more effective teaching strategies, higher student engagement, and enhanced educational outcomes (Lamers \u0026amp; Admiraal, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Adopting new pedagogical approaches or collaborative models requires a culture of trust, support, and encouragement often shaped by school leaders (Tschannen-Moran \u0026amp; Gareis, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). School leaders significantly influence teachers\u0026rsquo; willingness to embrace change by offering vision, support, and promoting a growth-oriented culture, which cultivates an innovative and adaptable teaching community (MacLeod, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; van Schaick et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn Turkey, comfort zone dynamics vary between advantaged and disadvantaged schools. \u0026ldquo;Advantaged schools are those with complete facilities, located in developed urban areas, where teachers are selectively employed, and families possess high economic and cultural capital. Conversely, \u0026ldquo;disadvantaged\u0026rdquo; schools are found in rural or peripheral urban areas, primarily staffed by temporary teachers and attended by students from lower socioeconomic backgrounds. For instance, in Turkey\u0026rsquo;s Southeastern Anatolia Region, where development levels are lowest, the secondary school enrollment rate is 80.9%, well below the national average (Gencer et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This is further evidenced by high teacher mobility in certain disadvantaged schools (Kızıltaş, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAdvantaged schools often uphold a tradition of excellence, with established routines and high proficiency levels that may create comfort zones among teachers. High student achievement in these schools can reinforce traditional methodologies, making teachers less likely to adopt new approaches (Zakharov et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). While ample resources and support systems facilitate effective teaching (Haleem et al., 2022), they can also reduce teachers\u0026rsquo; motivation to explore new strategies. Moreover, external recognition from parents, the community, and educational bodies can reinforce the status quo, making both teachers and leaders cautious about changes that might alter existing positive perceptions (Elmore, 2004).\u003c/p\u003e \u003cp\u003eIn disadvantaged schools, teachers may develop comfort zones due to challenging conditions that demand resilience in high-stress settings. Resource limitations often force teachers to rely on familiar, feasible methods (Ladd, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The high demands in such schools can lead to burnout, reducing enthusiasm for innovative strategies (Saloviita \u0026amp; Pakarinen, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Additionally, limited access to professional development restricts teachers' growth, leaving them less equipped to address students\u0026rsquo; evolving needs (Lloyd \u0026amp; Sullivan, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Opfer \u0026amp; Pedder, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis research aims to understand the key factors that keep teachers within their comfort zones or push them beyond, comparing advantaged and disadvantaged schools in Turkey. The two questions of this study, which were formed depending on the main problem of this research, are as follows:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the main factors that keep teachers in and out of their comfort zone in advantaged and disadvantaged schools in Turkey?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow does staying in or stepping out of the comfort zone affect teachers, students and schools in advantaged and disadvantaged schools in Turkey?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e "},{"header":"Methodology","content":" \u003cp\u003eThis research employed a phenomenological approach within qualitative methodology to explore the lived experiences of teachers who ventured beyond their comfort zones to achieve remarkable success in their schools. Schutz\u0026rsquo;s phenomenology centers on understanding the subjective meanings individuals assign to their social world, focusing on the \u0026ldquo;lifeworld\u0026rdquo; the realm of everyday experiences and social interactions from which people draw meanings and understandings (Hall, 1997; Schutz, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e1967\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn phenomenological research, Creswell (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) and Moustakas (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e1994\u003c/span\u003e) highlight the need for a relatively homogenous participant group to ensure that all share direct experiences of the phenomenon under study. Accordingly, 11 teachers working in advantaged or disadvantaged schools in Turkey were selected through purposive sampling. Each has received major national or international awards for educational initiatives, signifying their departure from comfort zones. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the participants\u0026rsquo; demographic characteristics (All names in the table are anonymised and are not real names).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic characteristics of the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eCode Name\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eGender\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eAge\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eTeaching Branch\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eSchool Type***\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eAdvantaged or Disadvantaged Factor(s)\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003eProfessional Seniority (year)\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003eEducation Level\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003eCity\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eJale**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBiology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh (Science) School (A)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students, High Socioeconomic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eAnkara\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBerna**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePrimary School\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimary School (DA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRural Area, Low Socioeconomic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eBing\u0026ouml;l\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGaye**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnglish\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh (Project) School (A)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e11 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eİstanbul\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSedef**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eChemistry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrivate High School (A)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students, High Socioeconomic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eİstanbul\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSerap**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLiterature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh (State) School (DA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eOvercrowded School, Low Socioeconomic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eİstanbul\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKaya*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIT\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh (Vocational) School (DA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLow Academic Success, Low Socioeconomic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e16 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eAnkara\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBilge**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eScience and Arts Center (Gifted Students School)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e14 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eEskişehir\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMercan**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBiology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eScience and Arts Center (Gifted Students School)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e29 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eBursa\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFatma*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eScience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSecondary (State) School (DA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRural Area, Low Socioeconomic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e16 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eErzurum\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSevda*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMath\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eScience and Arts Center (Gifted Students School)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e18 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYasemin**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLiterature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSocial Science High School (A)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh Academic Success, Selected Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eİstanbul\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003e*\u003c/b\u003eOwner of \u0026ldquo;Global best teacher prize\u0026rdquo;. \u003cb\u003e**\u003c/b\u003eOwner of several national best teacher prize.\u003c/p\u003e \u003cp\u003e \u003cb\u003e***\u003c/b\u003eA: Advantaged School; DA: Disadvantaged School\u003c/p\u003e \u003cp\u003eOf the 11 teachers in the study, 2 are men and 9 are women, aged 33 and above. Four teach in advantaged schools, four in disadvantaged schools, and three in schools for gifted children. Their teaching experience ranges from 8 to 29 years. Two teachers hold doctorates, seven have master\u0026rsquo;s degrees, and two have bachelor\u0026rsquo;s degrees. Participants were selected from seven towns across Turkey: Elazığ, Bing\u0026ouml;l, and Erzurum in the east; Bursa and Istanbul in the west; and Ankara and Eskişehir in the central region.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eEthical Process\u003c/h3\u003e\n\u003cp\u003eEthical permission was obtained from the Scientific Research and Publication Committee of XXXX University by the author. Informed consent was obtained from all participants prior to the interviews. They were given detailed information about the purpose of the study, the procedures involved, their right to withdraw at any time, and assurances of confidentiality. To maintain confidentiality and anonymity, participants\u0026rsquo; names and any identifying details were replaced with pseudonyms in all transcripts and reports. In addition, interviews were conducted at times and locations convenient to the participants to minimise any potential disruption to their professional commitments. Also, ChatGPT version 4.0 was used from time to time to improve the language and translation of the article.\u003c/p\u003e\n\u003ch3\u003eData Collection and Analysis\u003c/h3\u003e\n\u003cp\u003eThe study group was carefully selected to include teachers who have achieved significant national and international success, primarily through developing and implementing innovative instructional projects to support disadvantaged students. Several participants led technology integration initiatives in under-resourced schools, providing students with digital skills despite limited resources. For example, some teachers spearheaded efforts to encourage parents to send their children to school, improving attendance and fostering sustainability in communities with high dropout rates.\u003c/p\u003e \u003cp\u003eThe researcher contacted each teacher to explain the study\u0026rsquo;s scope. As the researcher and interviewees were located in different cities, the interviews were conducted online via the university\u0026rsquo;s platform. Each interview was recorded with the interviewees\u0026rsquo; consent, lasting between 68 and 147 minutes. A semi-structured interview form, containing 7 main questions and 4 sub-questions, was prepared in advance. Following Creswell\u0026rsquo;s (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) and Patton\u0026rsquo;s (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) recommendations, content analysis was used. After analyzing the data, three main themes emerged. A deductive method was applied, following the code-category-theme structure. In order to ensure validity and reliability, direct quotation and triangulation method with participant confirmation were used.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eThe data obtained from the interviews were categorised into three themes. These themes are \u0026ldquo;Factors that Keep Teachers in the Comfort Zone\u0026rdquo;, \u0026ldquo;Factors That Take Teachers out of the Comfort Zone\u0026rdquo;, and \u0026ldquo;Effects of Teachers Stepping out of the Comfort Zone\u0026rdquo;.\u003c/p\u003e\n\u003ch3\u003eTheme 1: Reasons That Keep Teachers in Their Comfort Zone\u003c/h3\u003e\n\u003cp\u003eThe teachers interviewed have stepped out of the comfort zone and are striving to develop themselves, their students and the school through creative and unusual activities. According to teachers\u0026rsquo; views and experiences, Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e lists several factors that keep some colleagues in their comfort zone.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eWeak School Culture\u003c/h2\u003e \u003cp\u003eSchool culture refers to the set of values, beliefs, attitudes and behaviours shared by teachers, students and administrators and shapes a school\u0026rsquo;s educational environment, ways of interacting and approaches to learning. A weak school culture is often characterised by unclear goals, low expectations, resistance to innovation and little emphasis on professional development.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eMost of the teachers [\u003cem\u003ein the disadvantaged school where I used to work\u003c/em\u003e] did not work, they even came to class late, they humiliated the students. Or they would look at them like \u0026ldquo;what do kids from a technical and vocational school know (!)\u0026rdquo;. In fact, when I first started working there, we went to a meeting and I was very excited and told them about the ideas I had in mind and what I was going to do. At the end of the meeting, they killed my excitement by saying. \u0026ldquo;You can\u0026rsquo;t do that here. \u0026ldquo;This is a vocational school, you probably think it is like the school you came from\u0026rdquo;, etc. (Yasemin).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eTeachers\u0026rsquo; behaviours such as late arrival to class, negative attitudes towards students and prejudice against vocational education students indicate deviations from professional standards. In addition, negative and obstructive reactions to innovative ideas and projects reflect some teachers\u0026rsquo; resistance to change. \u0026ldquo;\u003cem\u003eIn my old school, my colleagues in the same branch used to say: \u0026lsquo;We have to do new things because of you, you are causing us problems\u0026rsquo;\u003c/em\u003e. \u003cem\u003eBut another colleague I work with now has the opposite opinion. For example, he says\u003c/em\u003e: \u0026lsquo;\u003cem\u003eTeach me too, I want to study like you\u003c/em\u003e\u0026rsquo; (Kaya)\u0026rdquo; These sentences of another teacher show that the weak school culture weakens the learning habits of teachers and draws them more into the comfort zone.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eNegative Colleague Behaviour\u003c/h3\u003e\n\u003cp\u003eNegative colleague attitudes include behaviours that are unsupportive, critical or resistant to innovation, and such attitudes can prevent teachers from trying new methods, taking pedagogical risks and being open to potential innovative practices in education. Therefore, this situation can naturally lead to some teachers not stepping out of their comfort zone.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWhen I started my job, I was constantly trying to prepare activities in a primary school. I was constantly photocopying, preparing activities, getting the children to move and so on and so forth, but the old teachers there, for example, were like this. They were like, \u0026ldquo;Well, we\u0026rsquo;ll see you in 2\u0026ndash;3 years\u0026rdquo; [\u003cem\u003emaking fun of me\u003c/em\u003e]. They said, \u0026ldquo;We were like this in our time, let\u0026rsquo;s meet in 3 years, call us\u0026rdquo;. (Gaye)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe cynical and sceptical attitude of some teachers who have not stepped out of their comfort zone towards other colleagues is an example of collegial resistance that can negatively affect the motivation and commitment of innovative teachers to innovation.\u003c/p\u003e\n\u003ch3\u003ePrincipals’ Lack of Vision and Obstructive Bureaucracy\u003c/h3\u003e\n\u003cp\u003eLack of vision in school principals means not having a forward-looking, innovative, and student-centred approach to educational goals and strategies. For example, the following views highlight how some principals\u0026rsquo; obstructive attitudes can lead teachers to stay in their comfort zones:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eHave you come across any obstructive managerial attitudes?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSerap\u003c/strong\u003e \u003cp\u003eI have not met her myself, but when I first came to the school, I had a very active teacher friend. From time to time, she gave poetry recitals and prepared plays. The principal did a lot of things to stop her, like preventing her from performing the play and complaining to the higher authority. The principal did not congratulate her or appreciate what she did.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eDoes your school principal have the vision to take teachers out of their comfort zone?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003e \u003cb\u003eKaya\u003c/b\u003e: In general, I think (the principal) has no leadership skills. He\u0026rsquo;s happy if you don\u0026rsquo;t ask him for anything, if he doesn\u0026rsquo;t interfere in anything. In fact, something like this happened once: The ambassador of the European Union in Turkey called us to his office and organised an award ceremony. The principal had to come to the ceremony. On the way, he said to me: \u0026ldquo;Why did you cause us trouble?\u0026rdquo;\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003eThese views highlight how inhibiting attitudes and bureaucratic processes that school principals may have towards innovative projects can negatively affect teachers\u0026rsquo; professional development and their efforts to create rich learning experiences for students.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eStudent Qualification\u003c/h2\u003e \u003cp\u003eIn particular, the pedagogical strategies and motivation of some teachers may be significantly affected by the presence of students with poor academic profiles. This can make teachers reluctant to adopt more innovative and student-centred teaching methods. For instance, one of the participant teachers draw attention to this issue:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn my former school, some of my colleagues had a humiliating attitude towards the students. They used to say things like \u0026ldquo;These vocational students are not smart, [\u0026hellip;] they don\u0026rsquo;t know anything\u0026rdquo;. They were always looking at the students with such malicious and negative expressions. (Yasemin).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThis quote shows how teachers\u0026rsquo; negative perceptions of students' academic performance can reinforce their tendency to avoid innovative changes in their teaching methods.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eWeak Commitment\u003c/h2\u003e \u003cp\u003eTeachers\u0026rsquo; low level of emotional and professional commitment to their profession and school appears to be an important factor in keeping them in their comfort zone. Some striking views about weak commitment increasing the comfort zone are as follows:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSome of my colleagues do not want to stay in school for a minute longer, they even say to me, \u0026ldquo;We would never stay in school for two extra hours like you\u0026rdquo;, they are also very surprised when I stay in school for two hours every day. Some of them even send the students home early in the last lesson. Some of them do teaching only as a job and they even say that they don\u0026rsquo;t want to hear anything about education outside working hours (Berna).\u003c/p\u003e\u003cp\u003eThese are teachers who only enter and leave the classroom mechanically, and even do not teach after entering the classroom. (Kaya)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThese quotes shows that some teachers have a low level of professional commitment, reflecting their tendency to protect their comfort zone.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eDeceiving the Experience\u003c/h2\u003e \u003cp\u003eExperienced teachers\u0026rsquo; overconfidence in their existing knowledge and skills can lead to a closed attitude to innovation in education. The following quotes are from a teacher codenamed Jale and Yasemin who works in one of the schools with the highest academic achievement profile in Turkey:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eDo you think that relying too much on experience creates a comfort zone?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eJale\u003c/strong\u003e \u003cp\u003eYes, experience can sometimes be misleading and can sometimes become a handicap in teaching. After a certain period of time, we can think that we do not need to do and learn anything new.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eYasemin\u003c/strong\u003e \u003cp\u003eThere are teachers who repeat the same things every year and do not want to do anything new. For example, there are those who only prepare students for university or who always take the same classes and groups. This creates a comfort zone.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eThese quotes show that experience can have a bidirectional effect in the teaching profession. The interviewee states that over time, experience can lead teachers to develop resistance to innovation and neglect their professional development.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eLack of Intrinsic Motivation\u003c/h2\u003e \u003cp\u003eA lack of intrinsic motivation can result in teachers being reluctant to step out of their comfort zone and holding on to their existing knowledge and skills. Lack of intrinsic motivation is therefore an important factor in encouraging teachers to remain in their comfort zone. Some views about this subject are below:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eWhat are the factors that keep your colleagues in the comfort zone?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eJale\u003c/strong\u003e \u003cp\u003eIn my personal opinion, I think that what keeps some of my colleagues in the comfort zone is related to a lack of internal motivation. [\u0026hellip;] Teachers like us here are completely dedicated to these students and we continue this work with an internal motivation.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eKaya\u003c/strong\u003e \u003cp\u003eThe school principal gives a task to the teacher and the teacher submits a fake medical report to avoid doing it. But they do not use this same courage to do something with their students outside of class or to be useful to the student.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eThese quotes indicate that some public-school teachers are reluctant to engage in productive and innovative educational activities for students within the school, but at the same time are willing to invest time and energy in external activities such as private tutoring.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eBeing Closed to Learning\u003c/h2\u003e \u003cp\u003eTeachers\u0026rsquo; reluctance to use new learning methods, to integrate new technologies into the classroom or to adopt new pedagogical strategies can have a negative impact on their professional development and on pupils\u0026rsquo; learning experiences, keeping them in their comfort zone. A striking argument in support of this is the following:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe majority of them are teachers who are hesitant to change with experience and age. [\u0026hellip;] Some teachers, for example, do not even want to use the smart board. They are the ones who are monotonous and hesitant to adopt new things. This is what we mean by getting out of the comfort zone. (Bilge)\u003c/p\u003e\u003cp\u003eI don\u0026rsquo;t think this type of learning behavior is common among my colleagues in other schools. Let me give you a striking example: Even during teachers' vocational training during mid-term breaks, I witness conversations about taking the shortest duration of distance courses. (Fatma)\u003c/p\u003e\u003cp\u003eFrom what I observe, I have colleagues who are trapped in the comfort zone. Perhaps they find it difficult to do new and different things (avoidance behaviour). [\u0026hellip;] I have to put in extra time and effort. Maybe they do not want to make the effort and spare the extra time that I do. Maybe they avoid it because it requires extra effort, time and work. Their general thought is \u0026ldquo;it is enough to teach my lesson because that is my job description\u0026rdquo;. (Mercan)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThese quotes show that some teachers, especially in disadvantaged schools that have not been able to become learning organisations, have become more resistant to educational innovation and technological integration with increasing age and professional experience. A comparison of some of the factors that lead teachers to stay in the comfort zone in advantaged and disadvantaged schools is presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, several factors contribute to the comfort zone in both advantaged and disadvantaged schools. In disadvantaged schools, weak commitment emerged as a unique factor leading teachers into the comfort zone. In advantaged schools, factors such as being deceived by experience, negative colleague behavior, and the quality of students (\u003cem\u003ewho already possess high knowledge\u003c/em\u003e) created comfort zones. Common factors in both school types include being closed to learning. Weak leadership and lack of vision were stronger factors in disadvantaged schools, though they were also mentioned in advantaged schools. Weak school culture and a lack of intrinsic motivation were identified as factors contributing to comfort zones in both types of schools.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eTheme 2: Factors That Take Teachers out of the Comfort Zone\u003c/h2\u003e \u003cp\u003eFactors pushing teachers out of their comfort zones include continuous professional development, positive feedback from colleagues and administrators, student success stories, and supportive school policies. Figure\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e lists several factors identified by teachers that help them leave their comfort zones:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eHigh Intrinsic Motivation and Idealism\u003c/h2\u003e \u003cp\u003eIntrinsic motivation is a key driving force that supports teachers\u0026rsquo; energy and willingness to explore pedagogical innovations, incorporate technological tools into the teaching process, and implement student-centred teaching strategies. For instance, one of them is belong to Berna who has worked for a long time in disadvantaged schools and also owner of a prestigious award on education:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eWhat do you think is the power that helps you achieve great things?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eBerna\u003c/strong\u003e \u003cp\u003eA little bit of passion, a little bit of interest and intrinsic motivation. I was also very impressed by the special work that my father did because he was a teacher. [\u0026hellip;] Some prestigious schools in Turkey, hearing about my work, want to employ me as a teacher in their schools. However, I do not want to leave the disadvantaged children here because my level of dedication to them is very high.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eAnother example is the experience of a teacher codenamed Mercan. Mercan has been working in a school for the gifted and talented in one of the western provinces of Turkey for about 25 years. And she also has many valuable awards for her international projects about biology:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eWhat drives you to make such different, creative and constantly activating applications for students?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eMercan\u003c/strong\u003e \u003cp\u003eI love being in activities, doing new things, creating and trying things, pursuing new things. I love going and seeing such learning environments, being fed academically and intellectually by them, and I do it from the heart, with enthusiasm. Passion is very important.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eSo, if you had worked in another school, for example in a disadvantaged school, would you have achieved the same results?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eMercan\u003c/strong\u003e \u003cp\u003eIf I worked in a disadvantaged school, if there were children who wanted to do these activities, I would do them again. As long as you really have that willingness to work, that motivation to work, that desire to put forward something different, there is nothing that cannot be done.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eA similar experience belongs to the teacher codenamed Sevda. In her experience, idealistic colleagues in disadvantaged schools struggle to step out of their comfort zone when they are intrinsically motivated. Sevda is a teacher who has been working for 6 years in a school with advantaged and gifted students and who has come to the fore in Turkey with her national-international studies:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eDo you come across teachers in disadvantaged schools who want to step out of their comfort zone?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSevda\u003c/strong\u003e \u003cp\u003eWe work at BİLSEM (Science and Arts Centre), I have colleagues from other schools who call and tell us about the projects they want to do and ask for support. I share the documents and materials I have with these teachers. Sometimes they come to the school where I work and we do some exercises together [\u003cem\u003eas part of a learning community\u003c/em\u003e]. We share experiences. We help them where they have difficulties and I am happy to see that the work of these teachers is also appreciated in time. (Sevda)\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003ePositive School Culture\u003c/h2\u003e \u003cp\u003eA positive school culture provides an environment that fosters collaboration, supportive relationships and open communication among teachers, students and administrators. The first experience belongs to a teacher, codenamed Sedef, who works in one of the most prestigious private high schools in Turkey with very strong traditions (the school dates to the last quarter of the 19th century). Therefore, its existing strong structure and culture have an important transformative aspect:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eHow does the school you are currently working in influence you to step out of or stay in your comfort zone?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSedef\u003c/strong\u003e \u003cp\u003eIt depends on how you look at it. If you are using the latest web tools, if you are working on learning designs, or if you really want to do something related to the work you want to develop, the school opens up an incredible space for that. For example, if we get stuck with technology, the school\u0026rsquo;s IT department will come to our aid immediately, and if there is a programme we cannot use, they will teach us immediately.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eAnother view and experience belong to a teacher codenamed Gaye, who works in one of the oldest and most prestigious public schools in Turkey. This school (founded in 1908), just like the school in the quote above, has a very bright image with its traditions and culture.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eHow do the structure, culture and traditions of this school affect the comfort zone of the teachers?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eGaye\u003c/strong\u003e \u003cp\u003eYou know, because this is a project school, there are selected teachers. [\u0026hellip;]. In high quality schools like ours, everyone pays more attention to what they are doing because everything is on display. This school is the only school in Turkey that offers the most international programmes at the same time. [\u0026hellip;]. So, teachers have to improve themselves in every field.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003ePrincipals\u0026rsquo; High Vision\u003c/h2\u003e \u003cp\u003eThe vision of principals increases teachers\u0026rsquo; motivation towards innovative educational practices and provides the necessary supportive environment for them to step out of their comfort zone. For example, the following words of the teacher codenamed Jale, who works in a high school in the capital of Turkey and accepts the highest scoring students, draw attention to the impact of administrators on teachers stepping out of their comfort zone:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will compare my old and new principals. For example, the only thing that mattered to my old administrator was that the students passed the university exam, nothing else. He just wanted them to do tests, not to expand into any other area or field. But when we think about our current principal (\u003cem\u003ethe principal has a PhD in administration\u003c/em\u003e), he is really a very visionary person. He supports me at every opportunity and can even be flexible. (Jale)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAnother view comes from Berna, who works in a disadvantaged school but has a visionary principal. Both experiences show that the influence of principals can be similar for teachers, even though the structure of the schools is different:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFor example, in my current school, the principal is not a very visionary leader, but he is a facilitator. He says you can come to me and tell me what you need in the school, at least he does not stop me. He even encourages me to support my other colleagues.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eIn both quotes, the positive attitudes of administrators create an environment that supports teachers\u0026rsquo; openness to pedagogical innovations and their efforts to improve quality in education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eStudents\u0026rsquo; and Parents\u0026rsquo; High Expectation\u003c/h2\u003e \u003cp\u003eThe high expectations placed on teachers by students and families can lead teachers to re-evaluate and improve their current teaching methods and approaches. Sevda, who works at the school for the gifted students\u0026rsquo; school (BİLSEM) is one of the most striking examples in this context:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterviewer\u003c/strong\u003e \u003cp\u003eAre expectations high for you at this school?\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSevda\u003c/strong\u003e \u003cp\u003eSince the level of the students in this school is quite high, you are already thinking about what more you can give them. For example, teachers who do not like research and learning cannot work in this school. The student profile here forces teachers to learn. We have to be open to innovations and I have to follow new scientific publications and developments.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eAnother experience and opinion belong to a teacher codenamed Gaye, who works in a prestigious public high school in Turkey. In order to enter this school, students have to take a very difficult exam after secondary school and can only enter with almost full marks. So, if the academic profile of the school is very high, this can be a driving force for teachers to step out of their comfort zone:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eYou must discover new things in this school because the students here can immediately complain and question your methods. Also, they have friends from other countries, so they can compare your methods with the methods of other students\u0026rsquo; teachers. (Gaye)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eGetting Involved in Learning Communities\u003c/h2\u003e \u003cp\u003eLearning communities create collaborative platforms where teachers can exchange ideas, share experiences and develop their professional knowledge. There are some important experiences of teachers about this context:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e[\u0026hellip;] I attended the T\u0026Uuml;BİTAK (\u003cem\u003eScientific and Technological Research Council of Turkey\u003c/em\u003e) teacher training. When I attended a teacher training course and met those who were \u0026ldquo;twinging\u0026rdquo; like me, I understood that I was not alone. In these trainings you make new connections and new group friendships. More than the content of the training here, it was the social network you built in these trainings that started to motivate me. (Bilge)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAnother example is the teacher who, despite working in a disadvantaged school (\u003cem\u003ein capital city of Turkey\u003c/em\u003e), was selected as one of the 50 best teachers in the world in the Global Teacher Prize, which was presented as the 2021 Nobel Prize in Education.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSome teachers really try to learn, for example I have a friend, we met in a T\u0026Uuml;BİTAK project in Eskişehir (\u003cem\u003ea city close to capital city of Turkey\u003c/em\u003e). Then I saw that he was very different and then I started to guide him. For example, he went abroad 6\u0026ndash;7 times in the last 5 years for these studies. He and his students were the winners of many awards and prizes. Our meeting there and my correct guidance had an indirect effect on many students (Kaya).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAnother striking experience belongs to a teacher, codenamed Gaye, who works in an advantaged school and who is stepping out of her comfort zone by strengthening her professional skills through learning communities:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSo let me take myself as an example. I have never done an Erasmus project or anything like that and I didn\u0026rsquo;t know about it. So, I didn\u0026rsquo;t have any information about Erasmus. In 2019, our maths teacher included me in a project he was doing in our school. That was a radical change for me. I\u0026rsquo;ve never been to Europe before. For example, in the countries I visited, I learnt so much from the people there that I was always taking note of what they were saying and saying, look, this is how it is. (Gaye)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, several factors contribute to the comfort zone in both advantaged and disadvantaged schools. In advantaged schools, factors such as being deceived by experience, negative colleague behavior, and the quality of students (\u003cem\u003ewho already possess high knowledge\u003c/em\u003e) create comfort zones. Common factors across both school types include being closed to learning. Weak leadership and lack of vision were more prominent in disadvantaged schools but were also mentioned in advantaged schools. Weak school culture was identified as a factor influencing comfort zones in both contexts. Finally, a lack of intrinsic motivation was noted as a factor in both school types.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e it is possible to see the factors that influence teachers in advantaged and disadvantaged schools to stay in or leave the comfort zone on the coordinate plane.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study reveals that the comfort zone phenomenon in educational settings is influenced by both teacher-student interactions and institutional policies. Teachers reported that weak school culture, often stemming from inadequate leadership and lack of vision, fosters mediocrity and stifles innovation. This aligns with Turan and Bektaş\u0026rsquo;s (2013) view that poor leadership hinders educational progress. When leaders fail to promote high expectations and continuous improvement, teachers may feel unsupported and remain in their comfort zones. Strong, visionary leadership is essential for encouraging innovation, and investing in leadership development can mitigate this issue. This study contributes to the literature by highlighting the impact of leadership and school culture on teachers\u0026rsquo; willingness to innovate in the Turkish educational context.\u003c/p\u003e \u003cp\u003eThe impact of weak school culture on student learning outcomes underscores the influence of institutional factors on educational quality. As Smith (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) and Brault et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) observed, low expectations within a school culture can diminish student motivation and achievement. This study supports these findings, showing that disengaged teachers confined to their comfort zones negatively affect student performance. Addressing this issue requires a holistic approach, focusing not only on teacher development but also on fostering a positive school culture that prioritizes innovation and excellence.\u003c/p\u003e \u003cp\u003eThe study also highlights personal factors such as low commitment, resistance to new experiences, closed-mindedness, and lack of intrinsic motivation that hinder teachers from stepping out of their comfort zones. This suggests that individual attitudes and beliefs are crucial to professional growth. Dweck\u0026rsquo;s (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) growth mindset theory posits that fostering a mindset that embraces challenges can enhance resilience and adaptability in educators. By cultivating this mindset, teachers may become more open to new teaching methods and technologies, which is vital in today\u0026rsquo;s evolving educational environment.\u003c/p\u003e \u003cp\u003eConversely, the study identifies visionary leadership and positive school culture as key enablers for teachers to step out of their comfort zones. This aligns with Sheras and Bradshaw\u0026rsquo;s (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) findings that a supportive ecosystem characterized by collaboration, open communication, and mutual respect encourages pedagogical innovation. My research extends this understanding by highlighting the specific role of principals in the Turkish context, where strong leadership can compensate for resource limitations and other systemic challenges.\u003c/p\u003e \u003cp\u003eThe second research theme includes some factors that encourage teachers to step out of their comfort zone. For example, visionary leadership, particularly from principals, emerges as a critical factor in motivating teachers towards embracing educational innovations. Leaders who exhibit a strong vision and support for innovative practices provide the necessary encouragement and resources for teachers to step beyond their comfort zones (Liepold et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Positive school culture fosters a supportive ecosystem for pedagogical innovation, where collaborative efforts, open communication, and mutual respect among teachers, students, and principals\u0026rsquo; blossom (Shears \u0026amp; Bradshaw, 2016).\u003c/p\u003e \u003cp\u003eHigh expectations from students and parents are another key factor that pushes teachers out of their comfort zones. These expectations challenge teachers to constantly re-evaluate and improve their teaching methods to create more effective and engaging learning experiences (Sarra et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Finally, participation in learning communities provides teachers with a platform for professional development and collaboration. This collaborative learning fosters a culture of innovation and professional development, further motivating teachers to step out of their comfort zones in pursuit of pedagogical excellence (Yu \u0026amp; Chao, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eStepping out of the comfort zone contributes significantly to teachers\u0026rsquo; professional development, enabling them to acquire new pedagogical strategies and skills. This shift not only promotes professional innovation and creativity, but also fosters adaptability, which increases motivation to improve the quality of education. The process is transformative, leading to self-improvement and planned, regular working habits (Şahin et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). It enriches the image of teachers, positioning them as leaders and role models within the educational community. Ultimately, the journey promotes emotional wellbeing and job satisfaction, and is a crucial step in the continuous development of teaching practice. Innovative teaching methods that depart from traditional practices stimulate student interest and motivation (Zhang et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). By introducing more engaging and creative learning experiences, teachers have a significant impact on students\u0026rsquo; desire to attend school and actively participate in their education. However, it should be noted that teachers who step out of their comfort zone, especially in disadvantaged schools, and transform the lives of disadvantaged students through their outstanding work, also contribute to equal opportunities in education.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003eConclusion, Limitations and Future Directions\u003c/h2\u003e \u003cp\u003eIn conclusion, this research underscores the significance of addressing both institutional and personal factors to encourage teachers to step outside their comfort zones. Weak school cultures, characterized by poor leadership and low expectations, hinder innovation and student achievement, resulting in teachers remaining in their comfort zones. In contrast, fostering positive school cultures through visionary leadership, high expectations, and collaborative learning communities encourages teachers to venture beyond their comfort zones. This study has some limitations. The reliance on qualitative interviews, while providing in-depth insights, limits generalizability to broader educational contexts. Future research could incorporate quantitative methods to validate the findings across a larger sample. Additionally, the focus on teachers with national or international awards may introduce a bias towards more motivated individuals. Future studies could expand the eligibility criteria to include teachers who have not received such recognition but contribute significantly to educational innovation. The geographical focus on Turkey also limits the broader applicability of the findings, suggesting the need for international comparative research to explore the comfort zone phenomenon across diverse educational contexts. For the Turkish context, further research should examine the cultural and institutional factors influencing teachers' comfort zones. Investigating local education policies, leadership styles, and community expectations could offer valuable insights. Comparative studies across different Turkish regions could identify best practices and areas for improvement. Future research should also include a more diverse sample of teachers to enhance the generalizability of these findings to various educational settings in Turkey.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThe researcher did not receive any financial support for this research.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eThis study was conceptualized, designed, conducted, and written solely by the author. The author was responsible for all aspects of the research, including literature review, data collection, analysis, interpretation, and manuscript preparation.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBenzehaf B (2016) Expanding teacher comfort zones: developing professionalism. J Engl Lang Teach Linguistics 1(3):215\u0026ndash;227\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBourdieu P (1986) The forms of capital. In: Richardson J (ed) Handbook of Theory and Research for the Sociology of Education. Greenwood, Westport, CT, pp 241\u0026ndash;258\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBrault MC, Janosz M, Archambault I (2014) Effects of school composition and school climate on teacher expectations of students: A multilevel analysis. Teach Teacher Educ 44:148\u0026ndash;159. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.tate.2014.08.008\u003c/span\u003e\u003cspan address=\"10.1016/j.tate.2014.08.008\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBuchanan J (2015) Comfort zone: Model or metaphor? Australian J Teacher Educ 40(6):31\u0026ndash;47. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.14221/ajte.2015v40n6.3\u003c/span\u003e\u003cspan address=\"10.14221/ajte.2015v40n6.3\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCreswell JW (2007) Qualitative inquiry \u0026amp; research design: Choosing among five approaches, 2nd edn. Sage, Thousand Oaks, CA\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCruz B (2018) Teachers\u0026rsquo; knowledge, perceptions, and practices about mindset in the Northern Mariana Islands. Doctoral Dissertation, Walden University, USA\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDarling-Hammond L (2017) Teacher education around the world: What can we learn from international practice? Eur J Teacher Educ 40(3):291\u0026ndash;309. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/02619768.2017.1315399\u003c/span\u003e\u003cspan address=\"10.1080/02619768.2017.1315399\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDweck CS (2006) Mindset: The new psychology of success. Random House\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFalter MM, Barnes ME (2020) The importance of the comfort zone in preservice teachers\u0026rsquo; evaluation of video analysis sessions as a tool for enhanced reflection. Teacher Educ Q 47(2):64\u0026ndash;85\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFarkas G (2018) Family, schooling, and cultural capital. In: Schneider B (ed) Handbook of the sociology of education in the 21st century. Springer, pp 3\u0026ndash;38\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFerguson H, Bovaird S, Mueller M (2007) The impact of poverty on educational outcomes for children. Paediatr Child Health 12(8):701\u0026ndash;706. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1093/pch/12.8.701\u003c/span\u003e\u003cspan address=\"10.1093/pch/12.8.701\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFullan M (2007) The new meaning of educational change, 4th edn. Teachers College\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGencer EG, Korlu \u0026Ouml;, Kesbi\u0026ccedil; K, Akay SS, Kotan H, Arık BM (2023) Eğitim izleme raporu 2023. Eğitim Reformu Girişimi (ERG). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.egitimreformugirisimi.org/wp-content/uploads/2023/12/EgitimIzlemeRaporu2023.pdf\u003c/span\u003e\u003cspan address=\"https://www.egitimreformugirisimi.org/wp-content/uploads/2023/12/EgitimIzlemeRaporu2023.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGodfrey D, Brown C (2019) An ecosystem for research-engaged schools reforming education through research. Routledge\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGomes GSC (2022) Musing over the role of emotions to promote the exodus from the Comfort Zone in English language teaching and learning at a state university in Brazil. Revista Brasileira de Ling\u0026uuml;\u0026iacute;stica Aplicada. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1590/1984-6398202218427\u003c/span\u003e\u003cspan address=\"10.1590/1984-6398202218427\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGraham A, Truscott J, O\u0026rsquo;Byrne C, Considine C, Hampshire A, Creagh S, Western M (2021) Disadvantaged families\u0026rsquo; experiences of home-school partnerships: navigating agency, expectations and stigma. Int J Incl Educ 25(11):1236\u0026ndash;1251. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/13603116.2019.1607913\u003c/span\u003e\u003cspan address=\"10.1080/13603116.2019.1607913\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHaleem A, Javaid M, Qadri MA, Suman R (2021) Understanding the role of digital technologies in education: A review. Sustainable Oper Computers 3:275\u0026ndash;285. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.susoc.2022.05.004\u003c/span\u003e\u003cspan address=\"10.1016/j.susoc.2022.05.004\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHall JR (1977) Alfred Schutz, his critics, and applied phenomenology. Cult Hermeneutics 4(3):265\u0026ndash;279. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/019145377700400303\u003c/span\u003e\u003cspan address=\"10.1177/019145377700400303\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHall C, Lundin M, Sibbmark K (2019) Strengthening teachers in disadvantaged schools: evidence from an intervention in Sweden\u0026rsquo;s poorest city districts. Scandinavian J Educational Res 66(2):208\u0026ndash;224. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/00313831.2020.1788154\u003c/span\u003e\u003cspan address=\"10.1080/00313831.2020.1788154\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhandelwal R, Kolte A, Pawar PA, Martini E (2020) Breaking out of your comfort zone: An archival research on epistemology in inclusive education pedagogy for industry 4.0. Int J Educational Manage 36(4):364\u0026ndash;380. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1108/IJEM-02-2020-0090\u003c/span\u003e\u003cspan address=\"10.1108/IJEM-02-2020-0090\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKızıltaş Y (2021) Disproportionate teacher mobility: Anatomy of a problem in rural areas schools with a predominance of bilingual students. Kocaeli Univ J Educ 4(2):440\u0026ndash;475. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.33400/kuje.956378\u003c/span\u003e\u003cspan address=\"10.33400/kuje.956378\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKoh A, Kenway J (2012) Cultivating national leaders in an elite school: deploying the transnational in the national interest. Int Stud Sociol Educ 22(4):333\u0026ndash;351. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/09620214.2012.745342\u003c/span\u003e\u003cspan address=\"10.1080/09620214.2012.745342\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLadd HF (2012) Education and poverty: confronting the evidence. J Policy Anal Manag 31(2):203\u0026ndash;227\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLamers AM, Admiraal WF (2018) Moving out of their comfort zones: enhancing teaching practice in transnational education. Int J Acad Dev 23(2):110\u0026ndash;122. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/1360144X.2017.1399133\u003c/span\u003e\u003cspan address=\"10.1080/1360144X.2017.1399133\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLaš\u0026aacute;kov\u0026aacute; A, Bajz\u0026iacute;kov\u0026aacute; L, Dedze I (2017) Barriers and drivers of innovation in higher education: Case study-based evidence across ten European universities. Int J Educational Dev 55:69\u0026ndash;79\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLiepold MJ, Rasmussen CM, Boyce K, Poskas DT (2013) Outside the comfort zone: strategies for developing emotionally intelligent leaders. J Leadersh Educ 12(2):74\u0026ndash;87\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLloyd MER, Sullivan A (2012) Leaving the profession: the context behind one quality teacher\u0026rsquo;s professional burn out. Teacher Educ Q 39(4):139\u0026ndash;162\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMacLeod L (2020) Shaping professional development of educators: the role of school leaders. In: White MA, McCallum F (eds) Critical perspectives on teaching, learning and leadership. Springer, Singapore, pp 189\u0026ndash;217\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMoustakas C (1994) Phenomenological research methods. Sage\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNagro SA (2019) Reflecting on others before reflecting on self: using video evidence to guide teacher candidates\u0026rsquo; reflective practices. J Teacher Educ 71(4):420\u0026ndash;433. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0022487119872700\u003c/span\u003e\u003cspan address=\"10.1177/0022487119872700\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNoah ZH, Seow T (2018) Teachers\u0026rsquo; comfort level and school support in using information and communications technology (ICT) to enhance spatial thinking. In: Chang CH, Wu B, Seow T, Irvine K (eds) Learning geography beyond the traditional classroom. Springer, pp 173\u0026ndash;200\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOpfer VD, Pedder D (2011) Conceptualizing teacher professional learning. Rev Educ Res 81(3):376\u0026ndash;407\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOrdu UBA (2021) The role of teaching and learning aids/methods in a changing world. In New challenges to education: Lessons from around the world (BCES Conference Books) (Ed. Nikolay Popov), v19, 210\u0026ndash;216. Bulgarian Comparative Education Society\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePatton MQ (2015) Qualitative evaluation and research methods. SAGE\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSarra C, Spillman D, Jackson C, Davis J, Bray J (2018) High-expectations relationships: a foundation for enacting high expectations in all Australian schools. Australian J Indigenous Educ 49(1):32\u0026ndash;45. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/jie.2018.10\u003c/span\u003e\u003cspan address=\"10.1017/jie.2018.10\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSchutz A (1967) The phenomenology of the social world. Northwestern University\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSheras PL, Bradshaw CP (2016) Fostering policies that enhance positive school environment.t. Theory into Pract 55(2):129\u0026ndash;135. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/00405841.2016.1156990\u003c/span\u003e\u003cspan address=\"10.1080/00405841.2016.1156990\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSaloviita T, Pakarinen E (2021) Teacher burnout explained: Teacher, student, and organisation-level variables. Teach Teacher Educ 97:103221. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.tate.2020.103221\u003c/span\u003e\u003cspan address=\"10.1016/j.tate.2020.103221\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSmith SL (2007) The relationship between school culture and student achievement in a large urban school district. Doctoral Dissertation, The University of Southern Mississippi, USA\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eŞahin M, Erişen Y, \u0026Ccedil;elik\u0026ouml;z N (2016) The transformational learning of three adult academicians. Mediterranean J Humanit 6(1):299\u0026ndash;307\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTien DTK, Namasivayam SN, Ponniah LS (2021) Transformative learning in engineering education: the comfort zone factor. Global J Eng Educ 23(2):112\u0026ndash;120\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTschannen-Moran M, Hoy AW (2001) Teacher efficacy: Capturing an elusive construct. Teach Teacher Educ 17(7):783\u0026ndash;805. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/S0742-051X(01)00036-1\u003c/span\u003e\u003cspan address=\"10.1016/S0742-051X(01)00036-1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTschannen-Moran M, Gareis CR (2015) Principals, trust, and cultivating vibrant schools. Societies 5:256\u0026ndash;276. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/soc5020256\u003c/span\u003e\u003cspan address=\"10.3390/soc5020256\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTuran S, Bektas F (2013) The relationship between school culture and leadership practices. Eurasian J Educational Res 52:155\u0026ndash;168\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eVan-Gelderen M (2023) Using a comfort zone model and daily life situations to develop entrepreneurial competencies and an entrepreneurial mindset. Front Psychol 14:1136707. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/fpsyg.2023.1136707\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2023.1136707\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003evan Schaick P, Volman M, Admiraal W (2020) Fostering collaborative teacher learning: A typology of school leadership. Eur J Educ 55:217\u0026ndash;232. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/ejed.12391\u003c/span\u003e\u003cspan address=\"10.1111/ejed.12391\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eVillacis-Tapia E, Luxton I, Valdes VR, Ozbek ME, Ayarza C (2020) Breaking students\u0026rsquo; comfort zone: Learning from community members, a strategy within the AEC education. Int Struct Eng Constr J, 7(1), EPE-01-EPE-07.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYu TK, Chao CM (2023) Encouraging teacher participation in professional learning communities: exploring the facilitating or restricting factors that Influence collaborative activities. Educ Inform Technol 28:5779\u0026ndash;5804. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10639-022-11376-y\u003c/span\u003e\u003cspan address=\"10.1007/s10639-022-11376-y\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZakharov A, Gaelebale T, Carnoy M (2016) Do better teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland. Int J Educational Dev 50:108\u0026ndash;124. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.ijedudev.2016.07.001\u003c/span\u003e\u003cspan address=\"10.1016/j.ijedudev.2016.07.001\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZhang A, Olelewe CJ, Orji CT, Ibezim NE, Sunday NH, Obichukwu PU, Okanazu OO (2020) Effects of innovative and traditional teaching methods on technical college students\u0026rsquo; achievement in computer craft practices. SAGE Open 10(4). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/2158244020982986\u003c/span\u003e\u003cspan address=\"10.1177/2158244020982986\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"comfort zone, educational innovation, advantaged schools, disadvantaged schools, leadership, school culture","lastPublishedDoi":"10.21203/rs.3.rs-6867931/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6867931/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"This study explores the dynamics of teachers’ stepping out of their established comfort zones in the contrasting contexts of advantaged and disadvantaged Turkish schools. Through doing qualitative analysis of the experiences of award-winning teachers (n=11), the research uncovers the multiple factors that either anchor teachers in their comfort zones or push them beyond it. Key findings suggest that a weak school culture, negative peer behavior, lack of vision from school leaders, and obstructive bureaucracy significantly contribute to maintaining the existing challenges and limitations in teacher development and school improvement. Conversely, high intrinsic motivation, a positive school culture, visionary leadership, high expectations from students and parents, and engagement in professional learning communities emerge as key factors in encouraging teachers to adopt innovative teaching practices. Limitations of this study include the study’s focus on award-winning teachers, suggesting further research to include a broader range of teachers.","manuscriptTitle":"Venturing beyond the comfort zone: exploring influential factors in advantaged and disadvantaged schools","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-11 13:09:00","doi":"10.21203/rs.3.rs-6867931/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3a004226-8cad-4c46-83a9-282c1ebfb5d8","owner":[],"postedDate":"June 11th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":49856557,"name":"Social science/Education"},{"id":49856558,"name":"Social science/Sociology"},{"id":49856559,"name":"Social science/Social policy"}],"tags":[],"updatedAt":"2025-09-26T10:38:12+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-11 13:09:00","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6867931","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6867931","identity":"rs-6867931","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}