This study examines the emotional and professional challenges educators face in an era of increasing bureaucratic demands, technological acceleration, and evolving educational landscapes. Using duo-autoethnography, the researchers engaged in reflective walking conversations, enabling a dialogic and introspective exploration of their lived experiences as teachers. Grounded in Rosa's theory of social acceleration, the study identifies four dimensions of alienation: from actions, time, space, and self. These forms of alienation disrupt educators' vocational passion and professional identity, leading to emotional exhaustion and detachment from their pedagogical mission. The findings highlight the urgent need for systemic reforms that reduce administrative burdens, enhance teacher autonomy, and prioritise relational dynamics within educational communities. By fostering trust, meaningful connections, and reflective practices, educational institutions can sustain teachers' commitment to the transformative potential of education. This research contributes a novel methodological and theoretical lens for understanding the complexities of teacher identity and well-being in contemporary education.
