Administrative blindness, which is an administrative disease that occurs in principals, refers to the situation where principals fail to recognize, identify, or remain insensitive to teachers’ achievements, problems, weaknesses, risks, or opportunities that may occur. This study aims to reveal the experiences of 15 middle school teachers in Izmir, 2023–2024, about administrative blindness in school principals. The study was conducted with the qualitative phenomenology design. Teachers defined administrative blindness as perceptual, managerial, and communication inadequacy. The reasons for blindness were identified as personal characteristics, training and equipment, communication problems, power and control problems, and socio-psychological problems. Administrative blindness affects schools in different ways. As a result of the research, recommendations were made, such as creating workshops, training programs, and feedback mechanisms for principals to overcome their perceptual inadequacies and to prevent blindness; conducting research to find out whether administrative blindness differs at different levels and how it is perceived by students and parents.
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