The relation between professional alienation and burnout levels of early childhood educators during COVID-19

The aim of the research is to examine the relationship between work alienation and burnout levels of preschool teachers during COVID-19 pandemic period. The research method is planned as the explanatory sequential mixed method. Quantitative data of the study were collected from 284 preschool teachers who were selected by voluntary sampling, who have been active in the field for at least 3 years. For qualitative data, interviews were started with 82 teachers selected proportionally and through stratified random sampling from the quantitative sample, and the interview process was completed with 15 preschool teachers at the point where data saturation was reached. Quantitative data was collected as online through Google Forms by using Demographic Data Form, Maslach Burnout Inventory-Educator Form and Profession Alienation Scale for Preschool Teachers. Qualitative data was collected as online but one-to-one through Zoom application by using Semi-structured Interview Form. The obtained data were analysed by SPSS 26.0 and MAXQDA programs. Pearson, Spearman, Kruskal Wallis, Mann Whitney U and content analysis methods were used for evaluation. Results show that teachers faced moderate level emotional exhaustion and decreased personal achievement while experiencing low level depersonalization; they experience low level alienation in the dimensions of meaninglessness, isolation, and powerlessness; there is a significant and positive relationship between professional alienation and burnout levels; burnout and alienation levels did not differ according to age and marital status; teachers who do not have children experience more burnout and alienation; teachers with 3-8 years of professional experience experience more burnout and alienation than teachers with more experience; teachers working in private schools experience more alienation than teachers working in public schools.