Quiet Quitting and Quiet Cracking Practices In Basic Education: A Basis for Ethical and Language-based Management Training for School Administrators

Abstract

The plight of teachers is truly having an impact, especially the practice of quiet quitting and quiet cracking. Based on the theories of Social Exchange Theory (SET) and Politeness Theory, this study defines quiet cracking as the slow process of becoming inwardly detached among teachers, characterized by emotional exhaustion, demotivation, and professional passivity. The study used a quantitative research design with a correlational approach, in which 223 teachers were selected through purposive sampling.  Age significantly correlated negatively with quiet quitting (r = -.34, p < .001) and quiet cracking (r =-.31, p < .001). Years of service were also associated negatively with quiet quitting (r = -.28, p < .001) and quiet cracking (r = -.26, p < .001). These results imply that young, less experienced teachers are more susceptible to workplace stress. Communication satisfaction proved to be the strongest predictor, significantly and negatively correlating with quiet quitting (r = -.42, p < .001) and quiet cracking (r = -.47, p < .001). No significant relationships could be established between perceived organizational support, civil status, position in the school, and school size on the one hand and disengagement types on the other (p > .05). These results underscore that although structural processes are in place, the importance of communication in terms of its actual practice is a determining factor in the process of teachers' engagement. Communication failures such as non-transparency, lack of recognition, and a lack of constructive interaction may be among the factors leading to psychological distance from work and low professional dedication.