Professional deformation and its effects on teachers working in disadvantaged schools

This study aims to reveal the professional deformation experienced by teachers working in disadvantaged schools and its effects. In this context, the focus was on how teachers experience professional deformation in disadvantaged schools. The phenomenology-fact science model of the qualitative research method was used in the study in order to examine and make sense of the teachers' experiences in depth. The participants were selected through purposive sampling and were identified as individuals who could provide rich data on professional deformation. The study group of the research consists of 20 teachers selected from different branches and different levels in disadvantaged schools affiliated to the Ministry of National Education in the 2023-2024 academic year. A semi-structured interview form was used to collect the data. With the data obtained in the research, findings were reached under five main themes. These are as follows: "Types of Difficulties Encountered in Disadvantaged Schools", "Factors that Create Disadvantage", "Effects of Occupational Deformation", "Strategies for Coping with Occupational Deformation" and "Suggestions for Preventing Occupational Deformation". Research findings show that the problems faced by teachers working in disadvantaged schools have a multidimensional structure. Lack of security, lack of resources, poor communication with families and socioeconomic conditions stand out as the main factors that increase teachers' professional deformation. Accordingly, measures should be taken at both individual and institutional levels to reduce the problems of teachers working in disadvantaged schools such as professional deformation, burnout and loss of motivation. In addition, equality of opportunity in education should be ensured, the infrastructure of schools should be improved, and the multidimensional development of students should be supported by increasing participation in family education.