Abstract:

In this study it is aimed to determine the factors effecting pre-service teachers’ perceptions on school alienation and their school alienation levels in different dimensions. For this purpose, descriptive survey model has been used in the study. University students who are studying at Atatürk University Kazım Karabekir Education Faculty constitute the population of the study. The sample group of the study consists of 680 students who are studying at various departments of Atatürk University’s Kazım Karabekir Education Faculty in 2011-2012 academic year. The data of the research has been collected with Faculty Alienation Scale. Obtained data has been analysed by SPSS. T-test has been used to determine whether pre-service teachers’ levels of school alienation differ depending on their gender and decision of choosing their branches; one-way analysis of variance (ANOVA) has been used to determine whether their levels of alienation differ depending on variables such as their departments, classes, their relationships with faculty members and their classmates and their attendance in social events. According to the findings of the study, male students have alienated to school more than female ones and the students who chose their departments with direction of others have alienated to school more than those who chose their departments on their own. Besides, it has been determined that senior students and the students of the Department of Secondary Science and Mathematics Education experience the sense of alienation more. Also, it has been found that those students who have weak friendships with their classmates and academic staff, and those who never attend social activities alienate to school more than the others. This study concludes that pre-service teachers’ genders, their decisions of choosing their departments, their relationships with faculty members and their classmates and the frequency of their attendance to social events are all effective on experiencing the sense of school alienation.

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