Aim: This study aimed to determine the dimensions and indicators of the antecedents and consequences of teachers' organizational silence. Methods: The study was conducted using a descriptive phenomenological strategy. The study included 21 experts who were interviewed using the random sampling method and saturated using the snowball method. Data were collected using a semi-structured interview. The collected data were analyzed by inductive content analysis through coding at three levels: open, axial, and selected. Data were confirmed through member examination and peer review. Results: The results show that the antecedents of teachers' organizational silence are 41 indicators classified into four dimensions: Leadership level, organizational factors, management factors, and factors related to the social context of the school. The consequences of teachers' silence are 15 indicators divided into two dimensions: teachers' performance and impact on students. Finally, the validation of the results showed that the pattern of antecedents and consequences of teachers' organizational silence has the necessary validity. Conclusion: The results of this study could be helpful for policymakers and educators in dealing with teacher silence in schools.