While education has been considered within public services historically, it is one of the most affected areas of marketization processes across the world, which included various public services provided by the states. Parallel to the current requirements of capitalism, various forms of neoliberal policies have been put into practice in educational systems, thus giving way to the radical transformation of educator’s labor. Perceptions of education have been dramatically changed in this process which became a ground for the transformation of teacher’s labor from use-value to exchangevalue. Traditionally, graduating from teacher’s schools or education faculties had been enough to be appointed as public teachers, roughly until the last decade. However, unemployment has become prevalent since the appointments have been based on competitive exams. Since the beginning of the 2000s, teacher candidates had to pass the Public Servant Selection Examination (PSSE) which, due to the limited openings of teacher cadres in state schools, has decreased their chance to be employed. As a result, a vast number of unemployed teachers began to seek alternatives to practice their profession and headed towards the non-formal education sector where they faced all kinds of issues related to flexible employment. Working under the conditions reminiscent of a production line, in enterprises operated under the names such as private tutoring centers, courses and study centers, teachers have become familiar with alienation to their labor. This research attempts to analyze the dynamics of the transformation in teacher’s labor, within the context of marketization of education at the global level. The study considers personal observations and related people’s experiences along with various statistical data.