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

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.