kawsar khani; zeinab toulabi; Ali Yasini
Abstract
Today's organizations are grappling with workplace loneliness, which negatively impacts performance and satisfaction, particularly affecting new teachers who experience emotional deprivation, mental exhaustion, and anxiety. This study aims to explore new teachers' experiences with organizational loneliness ...
Read More
Today's organizations are grappling with workplace loneliness, which negatively impacts performance and satisfaction, particularly affecting new teachers who experience emotional deprivation, mental exhaustion, and anxiety. This study aims to explore new teachers' experiences with organizational loneliness in Iranian educational contexts, focusing on its contributing factors, consequences, and coping strategies. Employing a qualitative, phenomenological approach, the research involved 12 new teachers from Ilam city, selected through snowball sampling. Data were collected via in-depth semi-structured interviews until theoretical saturation was achieved, with analysis conducted using SPSS22 and MAXQDA20.The findings revealed four categories of factors contributing to organizational loneliness: individual, socio-cultural, psychological, and occupational, encompassing 36 concepts. Additionally, 37 consequences were identified, including personal, communicative, psychological, and job-related effects. The study also proposed 24 individual and 21 group strategies for addressing loneliness. The results indicate that organizational loneliness has detrimental effects on both individuals and organizations, highlighting the importance of understanding its causes and consequences. Investigating this issue can help improve new teachers' attitudes, job attachment, social interactions, teamwork, and overall job satisfaction, particularly by addressing the lack of organizational support that contributes to their feelings of loneliness.
