| Sumario: | The purpose of this research is to determine teachers' views on organizational gossip levels. The study was conducted using the phenomenological design, one of the qualitative research methods. The study group consists of 20 teachers working in the Altınordu district of Ordu province during the 2023-2024 academic year. A purposeful sampling technique was used to form the study group. Data were collected through a semi-structured interview form and analyzed using descriptive analysis techniques. The findings reveal that organizational gossip involves making real or unrealistic comments and talking behind someone's back, and it includes both positive and negative criticism. Additionally, gossip is identified as a fast-spreading form of communication. It was observed that when teachers are exposed to gossip at school, they typically react by confronting the gossiper, providing explanations, not taking it seriously, ignoring it, or cutting off communication. The reasons for gossip at school include administrative attitudes, lack of communication among employees, jealousy, curiosity, lack of information, grouping, and boredom. The negative consequences of gossip include deterioration of relationships among employees, reduced productivity and motivation, psychological pressure, communication problems, feelings of worthlessness, stress, professional inadequacy, and exclusion.
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