Özet:

This study aims to shed light on teachers' loneliness levels at work with the reasons and consequences of loneliness according to teacher opinions. In this research, qualitative and quantitative research methods are used together and semi-structured interview form, which is one of the qualitative research techniques, is also used. The quantitative method is used to determine whether teachers' loneliness levels vary according to some variables, and also qualitative method is used to reveal why teachers feel lonely. The qualitative study group of the research consists of 10 teachers from Sivas province. In the quantitative research method, UCLA loneliness scale has been applied to 308 teachers and the loneliness levels of these teachers have been examined. Quantitative data have been evaluated with frequency, percentage, arithmetic mean and standard deviation values, independent t-test and one-way analysis of variance. Content analysis is performed on qualitative data. These data or statements are specific to the findings; it is not related to the results. It is revealed that teachers felt lonely at a moderate level. Teachers' loneliness levels make a difference according to gender, while there is no significant difference according to other variables such as education branch, seniority and income level. Most of the teachers state that they are lonely due to their weak social relationships. As a result, school events, meetings, trips, projects etc. can be organized as suggested by school principals and teachers' loneliness can be reduced. It may also be suggested that teachers spend time in a different group of friends. Hobbies and activities can be included to help teachers feel good. In general, it has been revealed that teachers are lonely in the school and male teachers are even more lonely than female teachers. There was no difference in loneliness of teachers in variables related to service time, branch and income levels in loneliness levels.

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