The Turkish educational system employs teachers in a variety of positions with varying levels of privileges but also with some shared traits. This study aims to ascertain contract teachers' and school administrators' perspectives on the contract teaching procedure from the standpoint of these distinctions. The focus group interview technique, which favors the phenomenology approach, a qualitative research method, was employed in the study. 15 educators and 6 administrators who are employed in the Türkiye for the 2022-2023 school year make up the two separate study groups. Additionally, a semi-structured observation form was utilized in the research as a method for gathering data. In the data analysis, the content analysis technique was used to examine the information gleaned from the open-ended questions asked in the semistructured interviews. As a result of the content analysis, the study findings were thoroughly assessed, and the data gathered within the confines of each sub-problem was coded. These codes were then collected under the appropriate themes. It was concluded that the contract teaching had a negative impact on school administrators, contract teachers, and the educational process.