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Abstract
In this study, which aimed to determine the views of teachers working in public schools regarding decision fatigue, the phenomenological design, one of the qualitative research methods, was employed. Within the scope of the research, the views of 40 teachers working at different educational levels in four central districts of Diyarbakır during the 2024–2025 academic year were collected through semi-structured interview forms, and the results were analyzed using descriptive analysis. The findings revealed that most teachers experience decision fatigue both at school and in the classroom, and that fatigue and stress affect their decisions. It was also found that teachers particularly struggle with making decisions related to emotional and economic factors besides individual differences. Teachers stated that they have difficulty making decisions on their own, need support from colleagues and administrators, and experience burnout as a result of decision fatigue.
