Organizational loneliness is an important issue for schools and teachers. In an educational setting, organizational loneliness can lead to burnout, reduced motivation, and an increased likelihood of turnover. Teachers who feel isolated and unsupported may also struggle to provide the best possible education to their students. In schools, organizational loneliness can be particularly pronounced due to the nature of the work. Teachers and staff often work long hours, have limited opportunities for social interaction, and may feel disconnected from colleagues due to different schedules or roles. In addition, the hierarchical structure of many schools can make it difficult for teachers and staff to connect with others in different roles or as individuals. The purpose of this study is to determine secondary school teachers' perceptions of organizational loneliness and examine whether they differ according to some demographic variables. The sampling type was simple random sampling, and 253 teachers were studied. Data were collected using the Loneliness in Work Life Scale. The results of the study showed that teachers generally had low perceptions of organizational loneliness. However, differentiation was found for the age and school type variables. No differentiation was observed for other variables. Based on the results of the study, several recommendations were developed.