Coronavirus pandemic (COVID-19) has brought a great challenge to our society worldwide, which has resulted in the need for mandatory change in almost every aspect of our lives. Undoubtedly, educational practice is one of the most affected issues by this pandemic. At all levels of education, educators have forced themselves to adapt to online learning systems and platforms in a very short time. The main purpose of this study is to analyze the problems educators experienced in online learning practices during COVID-19 pandemic, the changes they expect in educational practices in the post-COVID-19 world and the measures to be taken in education against a potential outbreak in the future. The study was conducted with 1016 educators who teach at different levels. Data were collected through an online questionnaire developed by the researchers and analyzed using descriptive statistics. As a result of this study, it was found that most of the educators experienced some problems during their online learning practices, they expect certain changes in the educational practices in the post-COVID-19 world and they think essential measures must be taken in education against a potential outbreak in the future. At the end of the study, some recommendations were given for educational policy makers, practitioners and researchers about the post-COVID world in education.

This research aims to determine the technostress levels experienced by teachers in distance education during the COVID-19 period and examine the relationship between this technostress level and job satisfaction. The research was structured in relational comparison type. The attendees comprised 525 teachers working at different echelons of education, determined in accordance with the purposive sampling method. Technostress Scale, job satisfaction scale, and open-ended questions form were used as data collection tools during the research. The data were collected online through Google Forms due to COVID-19 conditions. Descriptive statistics, backward hierarchical multiple regression (BHMR), MANOVA analysis, and inductive content analysis were used for the data analysis. According to the research findings, it was figured out that teachers were exposed to intensive use of technology in distance education, this negatively affected their life and performance, their workload increased, and they had to put much more effort to adapt to modern technologies in the Covid-19 pandemic period. It was found that the teachers’ job satisfaction levels were high in general, and the female teachers’ job satisfaction levels were higher than those of male teachers. The job satisfaction levels of private school teachers were lower than those of public-school teachers. In the research, the gender of teachers and the institution type they work under, both being among the main factors affecting teachers’ technostress level, were determined to make a significant difference. However, the distance education process, conducted during the COVID-19 period, was also noted to involve educational, psychological, and administrative challenges. Based on research results, it is recommended to improve teachers’ online learning and technology literacy skills, and review present undergraduate programs in terms of preparation for distance education.

Teachers are implementers of curriculum and their understanding and application skills are important for educational institutions to achieve their goals. This study aims to examine the curriculum literacy levels of teachers from different levels and branches. In this research, the descriptive survey model, one of the survey models, was used. Curriculum literacy levels of the teachers were determined and levels were compared according to various variables. "Teachers' Program Literacy Scale" was used in the study. The research was carried out with 421 teachers. Descriptive statistics, Mann-Whitney U, and Kruskal Wallis tests were used to analyze the data. The results show that teachers perceive their curriculum literacy competencies at a high level and this perception is high in the knowledge and skills sub-dimensions of the teachers who have a master's / Ph.d. It has been determined that the curriculum literacy levels of the teachers do not cause a significant difference in gender, seniority, level, and graduated faculty

Objective: Anti-vaccine movement has been increasing in recent years, leading to poor health outcomes. There are some scales to measure the vaccine hesitancy but most of them have limitation and may not be proper for Turkey. The aim of this study is to develop a Turkish scale of vaccine hesitancy. Methods: Two cross sectional studies were conducted. Purposive sampling method was used to reach participants in hospital and its surroundings. Study1: Explanatory factor analysis involved 315 participants, whose 61.3% were female mean age was 33.3±11.6 years. The draft scale with 36 items were applied face to face. Study 2: Confirmatory factor analysis involved 214 participants for the long form and 200 for short form. Of the participants, 62.0% was female and the mean age was 33.9±11.3 for short form. Of the participants, 65.4% was female and the mean age was 34.5±11.4 for the long form. Goodness of fit indexes of both forms were compared with literature. Results: The long form with 21 items in 4 factors and the short form with 12 items in 3 factors were selected as they best explained the data. Explained variance by long form and short form were 57.4%and 65.3% respectively. Cronbach Alpha values for long form and short form were 0.905 and 0.855, respectively. Conclusions: It is important to understand vaccine hesitancy at local levels because differences in sociocultural structure have major effect. In this study, two forms of reliable vaccine hesitancy scale were presented in Turkish as first in literature.

This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were "Cognitive Flexibility Scale (CFS)", "Quality of Faculty Life Scale (QFLS)" and "Approaches to Learning Questionnaire (ALQ)". Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.