Investigation of loneliness and burnout levels of classroom teachers in work life

This study aims to examine the levels of loneliness and burnout in the professional life of classroom teachers. The feeling of loneliness experienced by teachers in their professional lives can directly affect their professional satisfaction, motivation and general psychological health. At the same time, the relationship between loneliness and burnout also highlights the commitment of teachers to the educational process and their interactions with students as a determining factor. In this context, the relationship between the levels of loneliness and burnout of classroom teachers was discussed in detail in the study. In the study, the loneliness and burnout levels of teachers were examined in terms of sociodemographic variables and the effects of these variables on individuals were evaluated. It was analyzed how factors such as gender, age, professional seniority, marital status, education level, income level, socioeconomic status of the school and work environment are related to the loneliness and burnout levels of teachers. The findings reveal that the feeling of loneliness experienced by teachers is shaped by factors such as social ties with their colleagues, physical and psychological conditions of the school environment, administrative support and workload. According to the research results, it was determined that the burnout levels of teachers with high loneliness also increased significantly. It was determined that the basic dimensions of burnout such as emotional exhaustion, depersonalization and personal accomplishment perception were directly related to the loneliness levels of teachers. In addition, it was revealed that strategies such as strengthening social support mechanisms, increasing professional solidarity and improving the work environment can play an important role in reducing the loneliness and burnout feelings of teachers. In conclusion, this research aimed to develop concrete suggestions for education policies and teacher support programs by revealing how the levels of loneliness and burnout in the work life of classroom teachers interact with each other. In order to make teachers' professional lives more sustainable and productive, social support systems need to be strengthened and practices that increase psychological resilience need to be disseminated. Keywords: Primary school teachers, loneliness in business life, burnout.