In the current study, on which issues dissent arises in schools, the reasons why it arises and the consequences of dissent for teachers, administrators and the school were examined. The study using the phenomenological design was conducted on 25 participants. In the study, data were collected with a semi-structured interview form. The collected data were analysed using content analysis. In the study, it was determined that dissent is exhibited on many issues related to instructional planning, extracurricular duties and other duties assigned. The exhibition of dissentient behaviours in these areas was attributed to various organizational, managerial and personal factors. While dissent contributes to increasing the value of the dissident teacher, it causes him/her to face many negative sanctions ranging from mobbing, threats, exclusion and change of place of duty. Dissent can lead to positive outcomes for the school administrators, such as development/empowerment and raising awareness. However, it can also result in negative consequences, including seeking support, isolation, loss of authority and removal from the position. It has positive consequences for the school such as development and creating a more democratic climate, and negative consequences such as an uneasy environment, low productivity, grouping and communication problems.