Öğretmenleri̇n Uzaktan Eği̇ti̇me Yöneli̇k Tutumlarinin Çeşi̇tli̇ Deği̇şkenlere Göre İncelenmesi̇

Abstract

The purpose of this study is to determine the general attitude levels of teachers towards distance education and whether the attitudes of teachers differ according to the district, education level, gender, institution type, graduation, experience year, and branch variables, as well as to seek answers to the questions of whether there is a relationship between the frequency of in-service training on distance education and the perception of technology competence of teachers and their attitudes. The sample of the study, which was carried out in the descriptive survey model, consists of 886 teachers working at primary, secondary, and high school levels, private and public schools in Gaziantep Şehitkamil, and Şahinbey districts in 2020-2021. The research used “Personal Information Form” and “Distance Education Attitude Scale towards Teachers” as data collection tools. The data were collected in the digital environment and the Jamovi (1.6.9) package program was used in the analysis of the obtained data. The study concluded that teachers' attitudes towards distance education were low, although close to the medium level. In addition, the variables of gender, district, and graduation status of teachers do not change the attitudes of teachers towards distance education, however, the type of institution (private / state), education level, experience year, branch, and in-service training related to distance education affect teachers’ attitudes towards distance education and have a decisive effect on their attitudes. The study results also showed a positive relationship between teachers’ perceptions of technological competence and their attitudes towards distance education. Creating supportive in-service training opportunities related to distance education for teachers can increase success in distance education and increasing the technological competence of teachers will facilitate them to have a positive attitude towards distance education. Developing distance education programs applied to younger age groups will increase primary school teachers’ negative attitudes towards distance education.

Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

“…The higher perceptions of male teachers towards distance education can be attributed to their feeling more competent in online learning environments and having higher technological literacy skills. Within the literature, there exists a body of research (Horzum, et al, 2012;Kartal Temelli & Şahin, 2018;Kozikoğlu et al, 2021;Yenilmez et al, 2017;Yılmaz, 2012) demonstrating a notable gender-based disparity in teachers' self-efficacy perceptions towards distance education, favoring males. In parallel, other studies (Oğuz, 2013;Plumm, 2008;Schofield, 1995) corroborate this finding with qualitative evidence of the utilization of technology.…”