Abstract

The aim of this study is to determine the levels of workplace loneliness among middle school mathematics teachers and to examine whether these levels differ based on specific demographic variables, as well as to conduct an in-depth analysis of teachers’ experiences with workplace loneliness. Employing an explanatory mixed-methods design, the research integrates both quantitative and qualitative approaches. The quantitative phase included 145 mathematics teachers working in public and private middle schools in Istanbul, selected through convenience sampling. The qualitative phase consisted of in-depth interviews with five participants, selected using maximum variation sampling. Quantitative data were collected using “Loneliness in the Workplace Scale”. The data were analyzed using statistical software to assess normality and identify differences across demographic variables. Qualitative data were obtained through semi-structured interviews and analyzed using content analysis techniques with the help of MAXQDA software. The results revealed that the participants experienced a moderate level of workplace loneliness overall. Marital status, school type and age group were found to produce significant differences in particular dimensions of loneliness. Participants highlighted the importance of fostering collaboration, role of school administration, and organizing inclusive school-wide activities when addressing issues related to workplace loneliness. 

Keywords

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