International Journal of Research in Education Humanities and Commerce

COUNTERING TEACHER ALIENATION IN EDUCATION: AN EAST AFRICAN CONTEXTUAL EVALUATION OF SELF ALIENATION THEORY

Author: Dr. Paul Alela Oguta PhD

ABSTRACT

It’s important to prevent teacher alienation if we want to increase their effectiveness and efficiency. The provision of education is severely hampered by teacher alienation. This article looked into Seaman’s self-alienation constructs (1959). Isolation, helplessness, normlessness, meaninglessness, and self-estrangement are Seeman’s concepts for alienation. Seaman’s five notions of alienation were condensed by Dean (1961) into the first three—isolation, helplessness, and normlessness. The constructs have never been applied to the job attitudes of teachers in developing nations. The five constructions created by Seeman, however, served as the foundation for this research. This paper also introduces the concept of information and communication technology phobia as a new alienation construct. Self-determination theory-informed qualitative research was also used to its advantage. The body of knowledge on alienation was evaluated via a literature review. Utilizing the interview schedule was a study strategy. Teachers and educators from East Africa participated in an interview through Zoom. The conversation section received the majority of the responses. The article concluded that alienation reduces teachers’ effectiveness and is pervasive in classrooms. To be able to improve the educational impact in learning institutions in third world nations, institutions should combat teacher alienation, according to recommendations.

Keywords: Teacher Alienation, Information Communication Technological, Motivation, Constructs were Isolation, powerlessness, meaninglessness, normlessness, and self-estrangement.

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