Koronavirüs Salgını Sürecinde Öğretmen Yaşantıları

Abstract

The main purpose of this research is to determine the experiences of teachers during the coronavirus epidemic. Thus, it has been tried to determine what affects teachers most in the distance education process, what the teachers miss and what they want to do after the epidemic. In order to realize the purpose of the research, a qualitative research was carried out in the phenomenology design. The study group of the research consists of 53 teachers working in primary, secondary and high schools in Malatya in the 2020-2021 academic year. Research data were collected through a semi-structured interview form developed by the researchers and analyzed by content analysis. At the end of the research, the issues that most affect teachers during the coronavirus epidemic process; It has been seen that it is related to the economic difficulties experienced by the parents of the students, being away from the students, the efforts of the teachers, the effort of the students, the disease, the losses, the inability to socialize, the indifference to the online lessons, the insufficient participation in the lessons, the practical lessons, the other - positive and negative aspects. On the other hand, what the teachers longed for in this process and what they wanted to do after the coronavirus were related to Social Relations, Maskless Life, Free Traveling and Classroom Environment-Face to Face Education. Keywords: Teacher, coronavirus epidemic, distance education

Ortaokul Öğretmenlerinin Acil Uzaktan Eğitim Sürecinde Karşılaştıkları İnsan İlişkileri Sorunları

“…The study found that teachers had challenges in interpersonal relations when using emergency distance learning with their students, parents, fellow teachers, and school administration. The results of other studies (Aydemir, 2021;Fauzi & Khusuma, 2020;Haşıloğlu & Durak, 2020;Kim & Asbury, 2020;Yılmaz & Konan, 2021) were likewise consistent. Participants were more likely to report experiencing problems with their students and parents than they were with other instructors or school administrators.…”

“…Pandeminin İspanya'daki öğretmenlerin iş, aile ve sosyal ilişkilerine etkisinin incelendiği bir çalışmada, acil uzaktan eğitim sürecinde artan iş yükünün öğretmenlerin stresini artırdığı ve aileleriyle iletişimlerinin azalmasına yol açtığı sonuçlarına ulaşılmıştır (Aperribai vd., 2020). Pandeminin etkilerinin incelendiği bir başka çalışmada öğrencilerden uzak kalmak ve sosyalleşememek, Türkiyeli öğretmenlerin değindikleri sorunlar arasında yer almıştır (Yılmaz ve Konan, 2021). Pandemide yaşam kalitesi, yalnızlık, mutluluk ve internet bağımlılığı arasındaki ilişkilerin incelendiği Türkiye örneklemli bir çalışmada ise pandeminin öğretmenlerin yaşam kalitesi üzerindeki etkisinden dolayı yalnızlık düzeylerinin arttığı belirtilmiştir (Karakose vd., 2022).…”

“…(Bond, 2020;Gencer et al, 2021;Kavuk & Demirtaş, 2021). The breakdown of interpersonal relationships among students and faculty is one of these issues (Aperribai et al, 2020;Karakose et al, 2022;Kim & Asbury, 2020;Purvanto et al, 2020;Yılmaz & Konan, 2021).…”

Examining the Burnout Syndrome Experienced by School Stakeholders in the Pandemic Process According to Teacher Opinions

“…Similarly, in the study of Pressley (2021), Covid-19 anxiety, current teaching anxiety and communication anxiety with parents and administrative support are important factors for teacher burnout, Robosa et al (2021) concluded that the management of students, significant difficulties due to workloads, provides an effective learning environment and difficulties in communicating with students increase burnout levels. In addition, Yılmaz and Konan (2021) stated that the main sources of the difficulties experienced by the teachers in the process are the economic difficulties, the low participation in distance education, the indifference of the students to the lessons, social problems, health concerns, getting sick, staying away from the students, the efforts of the teachers in the process, Battal and Koşar (2021), on the other hand, determined that there are uncertainties, students not attending classes and the policies of the Ministry of National Education. The results obtained are consistent with the results obtained in this study.…”

Teacher Burnout in Extraordinary Conditions: An Investigation Regarding the Covid-19 Process

“…Bunun yanında öğrencilerin uzaktan eğitim sürecinde uyum ve disiplin içinde davranmadıkları, farklı kullanıcı adlarıyla derse girip dersi suistimal ettikleri, öğretmenlerin ise uzaktan eğitimde ölçme ve değerlendirmeyi yeterince yapamadıkları bilgisine ulaşılmıştır. Covid-19 salgını sürecinde öğretmen yaşantılarının incelendiği başka bir araştırmada, öğrencilerden uzak kalma, sosyalleşememe, öğrencilerin çabası, derslere ilgisizliği ve yetersiz katılımının öğretmenleri en çok etkileyen faktörler olduğu bildirilmiştir (Yılmaz ve Konan, 2021). Bu araştırmada da benzer bulgular edinilmiş; iletişim, etkileşim, motivasyon, derse erişim, katılım ve değerlendirme boyutlarını içeren sınıf dinamiklerini etkili kullanamamanın tükenmişliği arttıran bir değişken olabildiği anlaşılmıştır.…”