The relationship between the glass ceiling syndrome and organizational alienation: The case of educational institutions in Çorum province

This study aims to examine the effect of teachers' perceptions of the glass ceiling syndrome on organizational alienation within the education sector. The glass ceiling syndrome is defined as invisible yet strongly perceived structural and cultural barriers that hinder employees—particularly women—from advancing to upper management positions in their career paths. Over time, these barriers may give rise to various psychological responses, negatively affecting individuals' sense of organizational belonging, motivation, and performance. The theoretical framework of the study focuses on determining whether the relationship between the sub-dimensions of the glass ceiling syndrome denial, resilience, withdrawal, and acceptance and organizational alienation differs significantly according to demographic variables. Accordingly, a quantitative research design was adopted, and data obtained from teachers working in the province of Çorum were analyzed. Data were collected using the Glass Ceiling Syndrome Scale and the Work Alienation Scale. The study sample consisted of 365 teachers working in Çorum who voluntarily participated in the research, and the data were analyzed using the SPSS software package. Independent samples t-tests, one-way analysis of variance (ANOVA), regression analysis, and correlation analysis were employed. When ANOVA results were found to be statistically significant, Scheffé and Games–Howell post hoc multiple comparison tests were conducted. The findings revealed significant and positive relationships between teachers' perceptions of the glass ceiling syndrome and their levels of organizational alienation. Furthermore, demographic variables such as gender, age, marital status, educational attainment, professional seniority, and the location of the school were found to create significant differences in perceptions of both the glass ceiling syndrome and organizational alienation. Based on the findings, it is suggested that structuring management processes in educational institutions in a more equitable and merit-based manner may reduce organizational alienation and contribute positively to teachers' career development.