Author(s): M. Zeki DUMAN,Gül?ah Ç?ÇEK

The changes in the working life in today's industrialized societies and the scientific and technological innovations that facilitate these changes leave transformative effects on both the psychological and physiological structure of the employees as well as the organizational functioning of the entities. Employees working under the hegemony of Post-Fordist production mode are obliged to submit to the pro-capitalist policy imposed by neoliberal globalization. The new corporate mentality, which has been reinforced by the capitalist system, has become dominant in all areas of daily life, from education to health, from security to academia. In today's society where the working life is re-organized on the basis of competition, especially those who are trying to offer massive services and who have to deal with hundreds of people during their working hours are also squeezing under heavy workload and experience a lot of social and psychological problems such as job dissatisfaction and professional exhaustion. One of the occupational groups that are mostly affected by professional exhaustion which is considered as the disease of our age is the teaching profession. Teachers form the main group of employees those who experience the most job dissatisfaction and exhaustion because of the structural and institutional and educational and pedagogical problems of the education system. This article will focus on individual and organizational factors that affect teachers' job satisfaction and lead to professional exhaustion.


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