Psychosocial Hazards Faced by Teachers during the COVID-19 Pandemic Period

Abstract

This study aims to analyze teachers’ views about psycho-social hazards faced by teachers who took active roles in the distance education process in the period of the COVID-19 pandemic. The study was performed with the qualitative research method. In the study, a semi-structured interview form created by the researchers was used as a data collection tool. A face-to-face interview was conducted with 19 of the 20 teachers who participated in the study, and a telephone interview was conducted with one. The interviews were recorded with a voice recorder. After records were transcribed, the content analysis was conducted on records. By using the interview form composed of 18 questions, the raw data of the research were collected and analyzed. The themes, “COVID-19 Measures”, “Technical Problems”, “Change in the way of working”, “Relations with School Administration and Co-Workers”, “The Effect of Teleworking on Work-Life Balance”, and “Negative Effects of Teleworking on Health”, were created as per the analysis. Upon the examination of themes, it was concluded that the teachers who were obliged to telework in the period of the pandemic were confronted with several psycho-social hazards such as adapting to a new instruction method, preparing lessons at home without receiving any technical support, not being in communication with school administrators and co-workers, and feeling anxiety about covering all topics in the curriculum in due time. In addition, it was observed that none of the teachers participating in the study received technical support. Therefore, according to the results of the study, it can be recommended that teachers receive technical support for changing working styles to cope with these dangers they face during the pandemic period.

Keywords

• Psycho-Social Hazard
• Pandemic
• COVID-19
• Distance Education
• Technical Support

COVID 19 Pandemi Döneminde Öğretmenlerin Karşılaştıkları Psikososyal Tehlikeler

Abstract

Bu çalışmada COVID 19 pandemi döneminde uzaktan öğretim süreçlerinde aktif rol alan öğretmenlerin, karşılaştıkları psikososyal tehlikelere yönelik görüşlerinin incelenmesi amaçlanmaktadır. Çalışma nitel araştırma yöntemi ile yürütülmüştür. Çalışmada veri toplama aracı olarak araştırmacılar tarafından oluşturulan yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmaya katılan 20 öğretmenden 19’u ile yüz yüze, biri ile telefonla görüşme yapılmıştır. Yapılan görüşmeler ses kayıt cihazı ile kayıt altına alınmıştır. Kayıtlar transtkript edilerek içerik analizine tabi tutulmuştur. 18 sorudan oluşan görüşme formu ile araştırmanın ham verileri toplanmış ve analiz edilmiştir. Analiz sonucunda “Covid-19 tedbirleri”, “Teknik problemler”, “Çalışma Şeklindeki Değişiklik”, “Yönetim ve iş arkadaşlarıyla ilişkiler”, “Evden çalışmanın iş – aile dengesine etkisi” ve “Evden çalışmanın sağlığa olumsuz etkileri” temalarına ulaşılmıştır. Temalar incelendiğinde, pandemi döneminde evden çalışmak zorunda kalan öğretmenlerin, yeni bir öğretim yöntemine uyum sağlama, teknik destek almadan dersleri evden hazırlama, yönetici ve iş arkadaşları iletişim halinde olamama, müfredat yetiştirememe kaygısı gibi birçok psikososyal tehlike ile karşı karşıya kaldıkları sonucuna varılmıştır. Ayrıca çalışmaya katılan öğretmenlerin hiçbirinin teknik destek almadıkları görülmüştür. Dolayısıyla, çalışma sonucuna göre öğretmenlerin pandemi döneminde karşılaştıkları bu tehlikelerle başa çıkabilmeleri için değişen çalışma şekillerine yönelik teknik destek almaları önerilebilir.

Keywords

• Psikososyal Tehlike
• Pandemi
• Covid-19
• Uzaktan Eğitim
• Teknik Destek.

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