The Alienation of Science Teachers from Their Profession and Its Impact on the Teaching-Learning Process
Abstract
The investigation of teacher alienation and its ensuing effects is of critical importance across all educational tiers, including secondary and high school levels. Elucidating the causes and consequences of alienation specifically among secondary and high school teachers is paramount for the enhancement of educational quality. The concept of alienation reflects an individual's sense of isolation and, given its prominence in related research, can be characterized as a socio-psychological construct. Fundamentally, alienation denotes an individual's withdrawal from their society or, put differently, a state of disconnection from the community. This study aims to identify the causes of professional alienation among science teachers in Mugla and to determine its subsequent impacts. This study employed a qualitative research methodology, utilizing a semi-structured interview form for data collection. The sample group consisted of 30 Science teachers employed in Mugla during the 2021-2022 academic year. The analysis of the collected data revealed that the most predominant factor leading to professional alienation was the escalating issues within the education system. Consequently, this alienation manifested in the emergence of an unproductive learning environment and a growing disaffection with the teaching profession.
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