The purpose of this research is to determine the teachers' views on the changes made in the regulation on appointment and relocation in 2020. The research is a qualitative research and a phenomenological pattern has been used. The working group of the research consists of teachers (n=180) working in Amasya in the 2020-2021 academic year. The research data were obtained from the written opinions given to the question form consisting of open-ended questions. Content analysis method was used in the analysis of the data obtained. The teachers participating in the research think that the arrangements in the regulations will increase the productivity of teachers and contribute to the increase of their motivation by directing them to development. It is expected that teachers will increase their voluntary participation in activities that will improve themselves. It is anticipated that the increase in the number of researcher teachers indirectly contributes to the efficiency of education as well as tending towards the academic field within the education system. However, some teachers are concerned that their colleagues may neglect their primary duties by heading towards studies that help them gain points. Similarly, it is stated that the inequality created by the failure to reach performance indicators that will bring points depending on the socio-economic and geographical location of the schools where teachers work will create a disadvantage. Some of the teachers think that the arrangement is sufficient and some of them think that it is insufficient. In this context, it is recommended to make updates as needed by revising the values of the points in the regulation, to consider teachers' in-class performances and to take into consideration teachers’ participation in courses, in-service training and scientific activities as a score-generating criterion in the regulations