Abstract
The purpose of this study is to unveil the factors that influence teacher professional alienation. The study included a group of 20 teachers and school administrators employed in a province located in the northwestern region of Türkiye. This qualitative case study involved this cohort working across various educational levels, including kindergartens, primary, secondary, and high schools. A semi-structured interview form was used to collect data. Content analysis was employed for data analysis. Results revealed four main factors that influence teacher professional alienation: (1) problems between district/school administration and teachers, (2) legislation, (3) students, and (4) parents. We discuss our results in line with the accumulated research findings and provide some implications for policy and practice.
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