Bu araştırmanın amacı öğretmenlerin eğitime inanç düzeyleri ile işe yabancılaşma düzeylerini tespit etmek, eğitime inanç düzeyleri ile işe yabancılaşma düzeyleri arasındaki ilişkiyi belirlemek, cinsiyete ve çalışılan okul türüne göre eğitime inanç ve işe yabancılaşma arasında anlamlı farklılık olup olmadığını ortaya koymaktır. Araştırma doğrultusunda çeşitli lise türlerinde çalışan 176 öğretmene Eğitime İnanç Ölçeği ve İşe Yabancılaşma Ölçeği uygulanmıştır. Verilerin analizinde SPSS 20.0 istatistik programında t testi ve Pearson Momentler Çarpımı Korelasyon Katsayısı (r) kullanılmıştır. Bu araştırma sonuçlarına göre eğitime inanç ile işe yabancılaşma arasında negatif yönde anlamlı ilişki bulunmuştur. Kadınların erkeklere göre işe yabancılaşmada güçsüzlük alt boyut puanlarının daha yüksek, eğitime inanma alt boyutu bireysel farklılıklar puanlarının ise daha düşük olduğu bulgularına ulaşılmıştır. Çalışılan okul türüne göre ise Anadolu Meslek lisesinde çalışan öğretmenlerin işe yabancılaşma alt boyutu olan anlamsızlık, eğitime inanma alt boyutlarından bireysel farklılıklar ve toplumsallaştırma boyutlarında Anadolu lisesinde çalışan öğretmenlere göre anlamlı düzeyde daha yüksek puan aldığı bulgularına ulaşılmıştır.

The aim of this study is to determine the level of belief in education and alienation of teachers, to determine the relationship between levels of belief in education and alienation to work, to determine whether there is a significant difference between beliefs and alienation to education according to gender and school type.Teachers 'Belief in Education Scale: Akın and Yıldırım (2015) developed the Teachers' Belief in Education Scale (OEIDO). The scale consists of 25 items. Scale consists of four dimensions: Socialization, individual differences, multi-faceted development and preparation for higher education. Alienation on Work Scale: The Alienation on Work Scale developed by Elma (2003) was used in the study. The scale consists of 38 items. Scale consists of four dimensios: Powerlessness, meaninglessness, isolation and alineation to work. The level of alienation of high school teachers participating in the study had weakness dimension according to their gender [t₍₁₇₄₎ = -2.8; p = 0.05] had significant difference, but meaninglessness dimension[t₍₁₇₄₎ = -0.7; p = 0.05], isolation dimension [t₍₁₇₄₎ = 0.94; p = 0.05], alienation to school dimension [t₍₁₇₄₎ = 0.8; p = 0.05], no significant relationship was found.The level of believe in education of high school teachers participating in the study had individual differences dimension according to their gender [t₍₁₇₄₎ = -2.6; p = 0.05] had significant difference, but socialization dimension [t₍₁₇₄₎ = 0.27; p = 0.05], multiple development dimension [t₍₁₇₄₎ = -1.3; p = 0.05], preparing to upper education dimension [t₍₁₇₄₎ = -1.0; p = 0.05] no significant relatiaonship was found.Meaninglessness according to the type of school employed by alienation on work dimension [t₍₁₇₄₎ = -2.4; p = 0.05], socialization dimension [t₍₁₇₄₎ = 2.9; p = 0.05], individual differences dimension [t₍₁₇₄₎ = -3.1; p = 0.05] had significant difference, but powerlessness dimension [t₍₁₇₄₎ = 0.69; p = 0.05], isolation dimension [t₍₁₇₄₎ = -1.0; p = 0.05], alienation to work dimension [t₍₁₇₄₎ = -1.0; p = 0.05], socialization dimension [t₍₁₇₄₎ = 0.97; p = 0.05], multidimensional development dimension [t₍₁₇₄₎ = 1,7; p ˂ 0.05] and preparing to upper education dimension [t₍₁₇₄₎ = -0.6; p = 0.05] no significant relatiaonship was found.In the sub-dimensions of high school teachers' alienation to work, the weakness dimension with the meaninglessness dimension (r = .24, p˂.05), the isolation dimension (r = .32, p˂.05), alienation to school dimension (r = .27, p˂. 05) had positive relationship; but socialization dimension (r = -. 15, p˂.05), individual differences dimension (r = -. 21, p˂.05), multidimensional development dimension (r = -. 17, p˂.05) had negative relationship was found. No relation was found in preparation for higher education dimension (r = .00, p˂.05). Likewise, the meaninglessness dimension is positive with isolation (r = .19, p˂.05) and alienation to school (r = .26, p˂.05), socialization (r = -. 20, p˂.05), individual differences (r = -. 15, p˂.05), multi-directional development (r = -. 23, p˂.05) negative relationship was found.According to the findings of the study, high school teachers' alienation on work levels were found to be high in the powerlessness and meaningless dimensions, and in the isolation and alienation dimensions medium points were found.In terms of believe in education, high points of socialization, individual differences, multidimensional development dimension of high school teachers and high level of preparing to upper education were obtained.According to the information obtained at the end of the study, high-school teachers scored significantly higher than females in the sub-dimension of powerlessness in alienation on work. In the belief in education, in the socialization sub-dimension, women scored significantly lower. Although it is perceived that female teachers have less control over the work they do than male teachers, it is seen that the belief that education socializes the students is low.It was found for significantly lower points of teachers working in Anadolu Vocational High School than teachers working in Anadolu High School. It was found the teachers who are working in Anadolu Vocational High School to have significantly lower points than the teachers working in Anadolu High School.In the alienation sub-dimensions, significant positive relationships were obtained between the dimensions. There was a significant negative correlation between alienation on work and belief in education among the other dimensions except preparing to upper education. In the dimension of believe in education, a positive significant relationship was found among themselves except preparing to upper education. A significant positive correlation was found between the preparing to upper education and the multidimensional development dimension only.