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This study aimed at exploring the factors affecting classroom teachers' job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated thatdoi:10.5937/istrped2002185a fatcat:5vrp5bizq5cybl6haucpf3lw2m