Akademik Veri Yönetim Sistemi
American Educational Research Association (AERA), California, Amerika Birleşik Devletleri, 8 - 12 Nisan 2026, (Özet Bildiri)
This study explores teachers’ experiences of professional isolation within the Turkish educational context using interpretative phenomenological analysis. Teacher isolation, manifesting across physical, emotional, and institutional dimensions, is described through themes of invisibility, devaluation, and exclusion. This research offers a nuanced analysis of how teachers encounter, interpret, and respond to isolation at the individual level while conceptualizing the phenomenon not merely as an emotional state but as a systemic issue shaped by structural, cultural, and organizational dynamics. The findings provide holistic recommendations for reconfiguring educational policies and transforming school climates to support teacher well-being.