Research Article
BibTex RIS Cite

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

Year 2022, Volume: 8 Issue: 1, 29 - 48, 31.05.2022

Ebru Senemtaşı Ünal , Pınar Baykan , Adem Demirci

https://doi.org/10.30613/curesosc.1016487

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

References

  • Akbaş Tuna, A. & Türkmendağ, Z. (2021). Covid-19 Pandemi Döneminde Uzaktan Çalışma Uygulamaları ve Çalışma Motivasyonunu Etkileyen Faktörler. İşletme Araştırmaları Dergisi, 12(3), 3246–3260. https://www.isarder.org/index.php/isarder/article/view/1212 adresinden erişilmiştir.
  • Allen, R., Jerrim, J. & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equa-lising Opportunities. https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15 adresinden erişilmiştir.
  • Avcı, F. & Akdeniz, E. C. (2021). Koronavirüs (Covid-19) salgını ve uzaktan eğitim sürecinde karşılaşılan sorunlar konusunda öğretmenlerin değerlendirmeleri. Uluslararası Sosyal Bilimler ve Eği-tim Dergisi, 3(4), 117-154. https://dergipark.org.tr/en/pub/usbed/issue/61198/910183 adresinden erişilmiştir.
  • Baek, J. H., Jones, E., Bulger, S. & Taliaferro, A. (2018). Physical education teacher percepti-ons of technology-related learning experiences: A qualitative investigation. Journal of Teaching in Physical Education, 37(2), 175-185. https://doi.org/10.1123/jtpe.2017-0180 Bakioğlu, B. & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenleri-nin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Başaran, M., Doğan, E., Karaoğlu, E. & Şahin, E. (2020). Koronavirüs (Covıd-19) pandemi sü-recinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Der-gisi, 5(2), 368-397. http://dergipark.org.tr/en/pub/egitim/issue/54643/753149 adresinden erişilmiştir.
  • Blix, A. G., Cruise, R. J., Mitchell, B. M. & Blix, G. G. (1994). Occupational stress among uni-versity teachers. Educational research, 36(2), 157-169. https://doi.org/10.1080/0013188940360205
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. AUAd, 6(2),11-5. http://auad.anadolu.edu.tr/yonetim/icerik/makaleler/515-published.pdf adresinden erişilmiştir.
  • Carayon P., Yang C. & Lim, S. (1995). Examining the relationship between job design and worker strain over time in a sample of office workers. Ergonomics, 38:1199–211. https://doi.org/10.1080/00140139508925182
  • Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., ... & Roncone, R. (2021). Distance education during COVID 19: an Italian survey on the university teachers’ perspecti-ves and their emotional conditions. BMC medical education, 21(1), 1-17. https://doi.org/10.1186/s12909-021-02780-y
  • Cavanaugh, C.S. (2001). The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. International Journal of Educational Telecommunications, 7(1), 73-88. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/8461/ adresinden erişilmiştir.
  • Chang, G. C. & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Educ. blog. https://gecv.ac.in/uploads/ssip/UNESCO%20snap%20shot%20for%20maintaining%20education.pdf adresinden erişilmiştir.
  • Çakın, M. & Külekçi Akyavuz, E. (2020). Covid-19 süreci ve eğitime yansıması: öğretmen gö-rüşlerinin incelenmesi. International Journal of Social Sciences and Education Research , 6 (2) , 165-186 . DOI: 10.24289/ijsser.747901 De Paepe, L., Zhu, C. & DePryck, K. (2018). Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult Education. International Journal on E-Learning, 17(3), 303-323. https://www.learntechlib.org/p/174173/ adresinden erişilmiştir.
  • Delcor, N. S., Araújo, T. M., Reis, E. J., Porto, L. A., Carvalho, F. M., Barbalho, L. & de And-rade, J. M. (2004). Labor and health conditions of private school teachers in Vitória da Conquista, Bahia, Brazil. Cadernos de saude publica, 20(1), 187-196. DOI: 10.1590/s0102-311x2004000100035
  • Demir, F. & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşle-rinin incelenmesi. Milli Eğitim Dergisi, 49(1), 273-292. DOI: 10.37669/milliegitim.775620 Demiray, U. (1999). Bir çağdaş eğitim modeli olarak uzaktan eğitim uygulaması. Jandarma Dergisi, 85, 46-52.
  • Dempsey, M. & Burke, J. (2020). Covid-19 Practice in primary schools in Ireland report. Maynoot University. http://mural.maynoothuniversity.ie/13001/ adresinden erişilmiştir. Ekiz, D. (2009). Bilimsel araştırma yöntemleri.(2. Baskı). Ankara: Anı Yayıncılık.
  • Elitaş, T. (2017). Uzaktan eğitim lisans sürecinde yeni iletişim teknolojileri: Atatürk Üniversite-si uzaktan eğitim merkezi (Yayımlanmamış Doktora Tezi). Marmara Üniversitesi, İstanbul.
  • Ferrie, J. E., Shipley, M. J., Marmot, M. G., Stansfeld, S. A. & Smith, G. D. (1998). An uncer-tain future: the health effects of threats to employment security in white-collar men and wo-men. American journal of public health, 88(7), 1030-1036. https://doi.org/10.2105/AJPH.88.7.1030
  • Fidan, M. (2020). Covı̇d-19 Belı̇rsı̇zlı̇ğı̇nde Eğı̇tı̇m: İlkokulda Zorunlu Uzaktan Eğı̇tı̇me İlı̇şkı̇n Öğretmen Görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43. DOI: 10.29065/usakead.736643
  • Frone, M. R., Russell, M. & Cooper, M. L. (1995). Job stressors, job involvement and emplo-yee health: A test of identity theory. Journal of Occupational and Organizational Psychology, 68(1), 1-11.https://doi.org/10.1111/j.2044-8325.1995.tb00684.x
  • Giovannella, C., Passarelli, M. & Persico, D. (2020). The Effects of the Covid-19 Pandemic on Italian Learning Ecosystems: the School Teachers’ Perspective at the steady state. ID&A Interaction Design & Architecture(s), 45, 264-286. http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/45_12.pdf adresinden erişilmiştir.
  • Green, F. & McIntosh, S. (2001). The intensification of work in Europe. Labour Econo-mics, 8(2), 291-308. https://doi.org/10.1016/S0927-5371(01)00027-6
  • Iwai, Y. (2020). Online learning during the COVID-19 pandemic what do we gain and what do we lose when classrooms go virtual. Scientific American, 13. https://blogs.scientificamerican.com/observations/online-learning-during-the-COVID-19- pandemic/ adresinden erişilmiştir.
  • İnce, Z., Şahin, V. & Yentür, M. (2021). Coğrafya Öğretmenlerinin Covid-19 Sürecinde Uzak-tan Eğitim Yöntemiyle Coğrafya Öğretimi Hakkındaki Görüşleri: İstanbul Örneği. Sosyal, Beşeri ve İdari Bilimler Dergisi, 4(8), 707-729. https://doi.org/10.26677/TR1010.2021.794
  • Kara, S. B. K., Günes, D. Z. & Tüysüzer, B. S. (2021). Work-Family Conflict during Working from Home Due to Pandemic: A Qualitative Research on Female Teachers. International Journal of Curriculum and Instruction, 13(1), 251-273. https://files.eric.ed.gov/fulltext/EJ1285876.pdf adresinden erişilmiştir.
  • Klapproth, F., Federkeil, L., Heinschke, F. & Jungmann, T. (2020). Teachers' Experiences of Stress and Their Coping Strategies during COVID-19 Induced Distance Teaching. Journal of Pedago-gical Research, 4(4), 444-452. https://doi.org/10.33902/JPR.2020062805
  • Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z. & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies, 1-5. https://doi.org/10.1080/03055698.2020.1833840
  • Kutlutürk, S. & Yıkılmaz, İ. (2021). Covid-19 Pandemisi Uzaktan Çalışma Sürecinde Akade-misyenlerin İş Stresi, Tükenmişlik Algısı ve Kas İskelet Sistemi Ağrılarının İncelenmesi Hacettepe University Faculty of Health Sciences Journal , 8 (2) , 297-313 . http://dergipark.org.tr/en/pub/husbfd/issue/64628/877088 adresinden erişilmiştir.
  • Ladipo, D., Mankelow, R. & Burchell, B. (2005). Working like a dog, sick as a dog: Job inten-sification in the late twentieth century. In Systems of Production (pp. 103-117). Routledge.
  • Leung, M. Y., Liang, Q. & Olomolaiye, P. (2016). Impact of job stressors and stress on the sa-fety behavior and accidents of construction workers. Journal of Management in Engineering, 32(1). https://doi.org/10.1061/(ASCE)ME.1943-5479.0000373
  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publicati-ons.
  • Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B. & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764 Marshall, C. & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Marshall, G. W., Michaels, C. E. & Mulki, J. P. (2007). Workplace isolation: Exploring the construct and its measurement. Psychology & Marketing, 24(3), 195-223. https://doi.org/10.1002/mar.20158
  • McMillan, J.H. & Schumacher, S. (2010). Research in education evidence-based inquiry (7. edition). Boston: Pearson Education Inc
  • Merriam, S.B. (1998). Qualitative research and case study applications in education (2. edi-tion). San Francisco: Jossey-Bass Publishers.
  • Metin, M., Gürbey, S. & Çevik, A. (2021). Covid-19 Pandemi sürecinde uzaktan eğitime yöne-lik öğretmen görüşleri. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5(1), 66-89. https://doi.org/10.46762/mamulebd.881284 Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California, ABD: Sage.
  • Muilenburg, L. Y. & Berge, Z. L. (2005). Student Barriers to Online Learning: A Factor Analy-tic Study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
  • Neto, M.Chambel, M.J. & Carvalho, V.S. ( 2018). Work-Family life conflict and mental well-being. Occup. Med. 68(6):364-369. doi: 10.1093/occmed/kqy079. Oakman, J., Kinsman, N., Stuckey, R., Graham, M. & Weale, V. (2020). A rapid review of mental and physical health effects of working at home: how do we optimise health?. BMC Public He-alth, 20(1), 1-13.59. https://doi.org/10.1186/s12889-020-09875-z
  • Ozamiz-Etxebarria, N., Santamaría, M.D., Mondragon, N.I. & Santxo, N.B. (2021). Emotional State of School and University Teachers in Northern Spain in the Face of COVID-19. Rev. Esp. Salud Publica. 95. https://europepmc.org/article/med/33583941 adresinden erişilmiştir.
  • Papadopoulos, G., Georgiadou, P., Papazoglou, C. & Michaliou, K. (2010). Occupational and public health and safety in a changing work environment: An integrated approach for risk assessment and prevention. Safety science, 48(8), 943-949. https://doi.org/10.1016/j.ssci.2009.11.002 Paydar, S. & Doğan, A. (2019). Öğretmen adaylarının açık ve uzaktan öğrenme ortamlarına yönelik görüşleri. Eğitim ve Teknoloji, 1 (2), 154-162. http://dergipark.org.tr/en/pub/egitek/issue/50136/650237 adresinden erişilmiştir.
  • Phillips, S., Sen, D. & McNamee, R. (2007). Prevalence and causes of self-reported work-related stress in head teachers. Occupational medicine, 57(5), 367-376. https://doi.org/10.1093/occmed/kqm055
  • Pu, J., Hou, H., Ma, R. & Sang, J. (2017). The effect of psychological capital between work–family conflict and job burnout in Chinese university teachers: Testing for mediation and moderation. Journal of health psychology, 22(14), 1799-1807. https://doi.org/10.1177/1359105316636950
  • Purwanto, A., Asbari, M., Fahlevi, M., Mufid, A., Agistiawati, E., Cahyono, Y. & Suryani, P. (2020). Impact of work from home (wfh) on Indonesian teachers performance during the Covid-19 pandemic: An exploratory study. International Journal of Advanced Science and Technology, 29(5), 6235-6244. https://www.researchgate.net/profile/MochammadFahlevi/publication/341413246 adresin-den erişilmiştir.
  • Rubin, O., Nikolaeva, A., Nello-Deakin, S. & te Brömmelstroet, M. (2020). What can we learn from the COVID-19 pandemic about how people experience working from home and commu-ting. Centre for Urban Studies, University of Amsterdam, 1-9. https://urbanstudies.uva.nl/content/blog-series/covid-19-pandemic-working-from-home-and-commuting.html adresinden erişilmiştir.
  • Sanz Vergel, A. I. (2011). Conciliación y salud laboral:¿ una relación posible?: Actualidad en el estudio del conflicto trabajo-familia y la recuperación del estrés. Medicina y seguridad del trabajo, 57, 115-126. https://dx.doi.org/10.4321/S0465-546X2011000500008
  • Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R. & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School mental health, 3(2), 59-69. https://doi.org/10.1007/s12310-011-9051-z
  • Shimazu, A., Bakker, A. B. & Demerouti, E. (2009). How job demands affect an intimate part-ner: A test of the spillover-crossover model in Japan. Journal of occupational health, 51(3) 239. https://doi.org/10.1539/joh.L8160
  • Silva, J. P. D. & Fischer, F. M. (2020). Understudied school teachers’ work/life balance and everyday life typologies. Chronobiology International, 37(9-10), 1513-1515. https://doi.org/10.1080/07420528.2020.1808010
  • Sindiani, A.M., Obeidat, N., Alshdaifat, E., Elsalem, L., Alwani, M., Rawashdeh, H., Fares, A., Alalawne, T. & Tawalbeh, L. İ. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery, 59, 186–194. doi: https://doi.org/10.1016/j.amsu.2020.09.036 Stake, R.E. (2003). Case studies. In N.K. Denzin and Y. Lincoln (Eds), Strategies of Qualitative Inquiry (2nd ed), (pp. 134-164). Thousand Oaks, CA: Sage.
  • Stansfeld, S. A., Fuhrer, R., Shipley, M. J. & Marmot, M. G. (1999). Work characteristics pre-dict psychiatric disorder: prospective results from the Whitehall II Study. Occupational and environ-mental medicine, 56(5), 302-307. http://dx.doi.org/10.1136/oem.56.5.302
  • Tarafdar, M., Tu, Q., Ragu-Nathan, B. S. & Ragu-Nathan, T. S. (2007). The impact of tech-nostress on role stress and productivity. Journal of management information systems, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
  • TEDMEM (2020). Teachers in the COVID-19 Outbreak Process. Erişim adresi: https:// ted-mem.org/covid-19/covid-19-salgini-surecinde-ogretmenler
  • Trust, T. & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. J. Technol. Teach. Educ, 28, 189–199. https://www.learntechlib.org/primary/p/215995/ adresinden erişilmiştir.
  • Truzoli, R., Pirola, V. & Conte, S. (2021). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic. Journal of Com-puter Assisted Learning, 1-13. https://doi.org/10.1111/jcal.12533 Türen, U., Erdem, H. & Kalkın, G. (2015). İş yerinde tekno-stres ölçeği: havacılık ve bankacı-lık sektöründe bir araştırma. Çalışma İlişkileri Dergisi, 6(1), 1-19. http://dergipark.org.tr/en/pub/cider/issue/29532/316978 adresinden erişilmiştir.
  • Vatansever, Ç. (2014). Risk Değerlendirmede Yeni Bir Boyut, Psikososyal Tehlike ve Riskler. Çalışma ve Toplum Dergisi, 117-138. https://calismatoplum.org/Content/pdf/calisma-toplum-1515-e766945e.pdf adresinden erişilmiştir.
  • Wang, H. M., Ma, A. L. & Guo, T. T. (2020). Gender concept, work pressure, and work–family conflict. American Journal of Men's Health, 14(5), 1-12. https://doi.org/10.1177/1557988320957522
  • World Health Organization. (2008). PRIMA-EF: guidance on the European framework for psychosocial risk management: a resource for employer and worker representatives. https://www.who.int/occupational_health/publications/PRIMA-EF%20Guidance_9.pdf adresinden eri-şilmiştir.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 8. Baskı. An-kara. Seçkin Yayıncılık.
  • Yurdakul, B. (2015). Uzaktan eğitim. Ö. Demirel (Ed.), Eğitimde yeni yönelimler içinde (s. 271- 288). Ankara: Pegem.
  • Zhang, J. (2016). The dark side of virtual office and job satisfaction. International journal of business and management, 11(2), 40. http://dx.doi.org/10.5539/ijbm.v11n2p40

COVID 19 Pandemi Döneminde Öğretmenlerin Karşılaştıkları Psikososyal Tehlikeler

Year 2022, Volume: 8 Issue: 1, 29 - 48, 31.05.2022

Ebru Senemtaşı Ünal , Pınar Baykan , Adem Demirci

https://doi.org/10.30613/curesosc.1016487

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.

References

  • Akbaş Tuna, A. & Türkmendağ, Z. (2021). Covid-19 Pandemi Döneminde Uzaktan Çalışma Uygulamaları ve Çalışma Motivasyonunu Etkileyen Faktörler. İşletme Araştırmaları Dergisi, 12(3), 3246–3260. https://www.isarder.org/index.php/isarder/article/view/1212 adresinden erişilmiştir.
  • Allen, R., Jerrim, J. & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equa-lising Opportunities. https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15 adresinden erişilmiştir.
  • Avcı, F. & Akdeniz, E. C. (2021). Koronavirüs (Covid-19) salgını ve uzaktan eğitim sürecinde karşılaşılan sorunlar konusunda öğretmenlerin değerlendirmeleri. Uluslararası Sosyal Bilimler ve Eği-tim Dergisi, 3(4), 117-154. https://dergipark.org.tr/en/pub/usbed/issue/61198/910183 adresinden erişilmiştir.
  • Baek, J. H., Jones, E., Bulger, S. & Taliaferro, A. (2018). Physical education teacher percepti-ons of technology-related learning experiences: A qualitative investigation. Journal of Teaching in Physical Education, 37(2), 175-185. https://doi.org/10.1123/jtpe.2017-0180 Bakioğlu, B. & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenleri-nin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Başaran, M., Doğan, E., Karaoğlu, E. & Şahin, E. (2020). Koronavirüs (Covıd-19) pandemi sü-recinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Der-gisi, 5(2), 368-397. http://dergipark.org.tr/en/pub/egitim/issue/54643/753149 adresinden erişilmiştir.
  • Blix, A. G., Cruise, R. J., Mitchell, B. M. & Blix, G. G. (1994). Occupational stress among uni-versity teachers. Educational research, 36(2), 157-169. https://doi.org/10.1080/0013188940360205
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. AUAd, 6(2),11-5. http://auad.anadolu.edu.tr/yonetim/icerik/makaleler/515-published.pdf adresinden erişilmiştir.
  • Carayon P., Yang C. & Lim, S. (1995). Examining the relationship between job design and worker strain over time in a sample of office workers. Ergonomics, 38:1199–211. https://doi.org/10.1080/00140139508925182
  • Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., ... & Roncone, R. (2021). Distance education during COVID 19: an Italian survey on the university teachers’ perspecti-ves and their emotional conditions. BMC medical education, 21(1), 1-17. https://doi.org/10.1186/s12909-021-02780-y
  • Cavanaugh, C.S. (2001). The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. International Journal of Educational Telecommunications, 7(1), 73-88. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/8461/ adresinden erişilmiştir.
  • Chang, G. C. & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Educ. blog. https://gecv.ac.in/uploads/ssip/UNESCO%20snap%20shot%20for%20maintaining%20education.pdf adresinden erişilmiştir.
  • Çakın, M. & Külekçi Akyavuz, E. (2020). Covid-19 süreci ve eğitime yansıması: öğretmen gö-rüşlerinin incelenmesi. International Journal of Social Sciences and Education Research , 6 (2) , 165-186 . DOI: 10.24289/ijsser.747901 De Paepe, L., Zhu, C. & DePryck, K. (2018). Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult Education. International Journal on E-Learning, 17(3), 303-323. https://www.learntechlib.org/p/174173/ adresinden erişilmiştir.
  • Delcor, N. S., Araújo, T. M., Reis, E. J., Porto, L. A., Carvalho, F. M., Barbalho, L. & de And-rade, J. M. (2004). Labor and health conditions of private school teachers in Vitória da Conquista, Bahia, Brazil. Cadernos de saude publica, 20(1), 187-196. DOI: 10.1590/s0102-311x2004000100035
  • Demir, F. & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşle-rinin incelenmesi. Milli Eğitim Dergisi, 49(1), 273-292. DOI: 10.37669/milliegitim.775620 Demiray, U. (1999). Bir çağdaş eğitim modeli olarak uzaktan eğitim uygulaması. Jandarma Dergisi, 85, 46-52.
  • Dempsey, M. & Burke, J. (2020). Covid-19 Practice in primary schools in Ireland report. Maynoot University. http://mural.maynoothuniversity.ie/13001/ adresinden erişilmiştir. Ekiz, D. (2009). Bilimsel araştırma yöntemleri.(2. Baskı). Ankara: Anı Yayıncılık.
  • Elitaş, T. (2017). Uzaktan eğitim lisans sürecinde yeni iletişim teknolojileri: Atatürk Üniversite-si uzaktan eğitim merkezi (Yayımlanmamış Doktora Tezi). Marmara Üniversitesi, İstanbul.
  • Ferrie, J. E., Shipley, M. J., Marmot, M. G., Stansfeld, S. A. & Smith, G. D. (1998). An uncer-tain future: the health effects of threats to employment security in white-collar men and wo-men. American journal of public health, 88(7), 1030-1036. https://doi.org/10.2105/AJPH.88.7.1030
  • Fidan, M. (2020). Covı̇d-19 Belı̇rsı̇zlı̇ğı̇nde Eğı̇tı̇m: İlkokulda Zorunlu Uzaktan Eğı̇tı̇me İlı̇şkı̇n Öğretmen Görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43. DOI: 10.29065/usakead.736643
  • Frone, M. R., Russell, M. & Cooper, M. L. (1995). Job stressors, job involvement and emplo-yee health: A test of identity theory. Journal of Occupational and Organizational Psychology, 68(1), 1-11.https://doi.org/10.1111/j.2044-8325.1995.tb00684.x
  • Giovannella, C., Passarelli, M. & Persico, D. (2020). The Effects of the Covid-19 Pandemic on Italian Learning Ecosystems: the School Teachers’ Perspective at the steady state. ID&A Interaction Design & Architecture(s), 45, 264-286. http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/45_12.pdf adresinden erişilmiştir.
  • Green, F. & McIntosh, S. (2001). The intensification of work in Europe. Labour Econo-mics, 8(2), 291-308. https://doi.org/10.1016/S0927-5371(01)00027-6
  • Iwai, Y. (2020). Online learning during the COVID-19 pandemic what do we gain and what do we lose when classrooms go virtual. Scientific American, 13. https://blogs.scientificamerican.com/observations/online-learning-during-the-COVID-19- pandemic/ adresinden erişilmiştir.
  • İnce, Z., Şahin, V. & Yentür, M. (2021). Coğrafya Öğretmenlerinin Covid-19 Sürecinde Uzak-tan Eğitim Yöntemiyle Coğrafya Öğretimi Hakkındaki Görüşleri: İstanbul Örneği. Sosyal, Beşeri ve İdari Bilimler Dergisi, 4(8), 707-729. https://doi.org/10.26677/TR1010.2021.794
  • Kara, S. B. K., Günes, D. Z. & Tüysüzer, B. S. (2021). Work-Family Conflict during Working from Home Due to Pandemic: A Qualitative Research on Female Teachers. International Journal of Curriculum and Instruction, 13(1), 251-273. https://files.eric.ed.gov/fulltext/EJ1285876.pdf adresinden erişilmiştir.
  • Klapproth, F., Federkeil, L., Heinschke, F. & Jungmann, T. (2020). Teachers' Experiences of Stress and Their Coping Strategies during COVID-19 Induced Distance Teaching. Journal of Pedago-gical Research, 4(4), 444-452. https://doi.org/10.33902/JPR.2020062805
  • Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z. & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies, 1-5. https://doi.org/10.1080/03055698.2020.1833840
  • Kutlutürk, S. & Yıkılmaz, İ. (2021). Covid-19 Pandemisi Uzaktan Çalışma Sürecinde Akade-misyenlerin İş Stresi, Tükenmişlik Algısı ve Kas İskelet Sistemi Ağrılarının İncelenmesi Hacettepe University Faculty of Health Sciences Journal , 8 (2) , 297-313 . http://dergipark.org.tr/en/pub/husbfd/issue/64628/877088 adresinden erişilmiştir.
  • Ladipo, D., Mankelow, R. & Burchell, B. (2005). Working like a dog, sick as a dog: Job inten-sification in the late twentieth century. In Systems of Production (pp. 103-117). Routledge.
  • Leung, M. Y., Liang, Q. & Olomolaiye, P. (2016). Impact of job stressors and stress on the sa-fety behavior and accidents of construction workers. Journal of Management in Engineering, 32(1). https://doi.org/10.1061/(ASCE)ME.1943-5479.0000373
  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publicati-ons.
  • Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B. & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764 Marshall, C. & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Marshall, G. W., Michaels, C. E. & Mulki, J. P. (2007). Workplace isolation: Exploring the construct and its measurement. Psychology & Marketing, 24(3), 195-223. https://doi.org/10.1002/mar.20158
  • McMillan, J.H. & Schumacher, S. (2010). Research in education evidence-based inquiry (7. edition). Boston: Pearson Education Inc
  • Merriam, S.B. (1998). Qualitative research and case study applications in education (2. edi-tion). San Francisco: Jossey-Bass Publishers.
  • Metin, M., Gürbey, S. & Çevik, A. (2021). Covid-19 Pandemi sürecinde uzaktan eğitime yöne-lik öğretmen görüşleri. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5(1), 66-89. https://doi.org/10.46762/mamulebd.881284 Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California, ABD: Sage.
  • Muilenburg, L. Y. & Berge, Z. L. (2005). Student Barriers to Online Learning: A Factor Analy-tic Study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
  • Neto, M.Chambel, M.J. & Carvalho, V.S. ( 2018). Work-Family life conflict and mental well-being. Occup. Med. 68(6):364-369. doi: 10.1093/occmed/kqy079. Oakman, J., Kinsman, N., Stuckey, R., Graham, M. & Weale, V. (2020). A rapid review of mental and physical health effects of working at home: how do we optimise health?. BMC Public He-alth, 20(1), 1-13.59. https://doi.org/10.1186/s12889-020-09875-z
  • Ozamiz-Etxebarria, N., Santamaría, M.D., Mondragon, N.I. & Santxo, N.B. (2021). Emotional State of School and University Teachers in Northern Spain in the Face of COVID-19. Rev. Esp. Salud Publica. 95. https://europepmc.org/article/med/33583941 adresinden erişilmiştir.
  • Papadopoulos, G., Georgiadou, P., Papazoglou, C. & Michaliou, K. (2010). Occupational and public health and safety in a changing work environment: An integrated approach for risk assessment and prevention. Safety science, 48(8), 943-949. https://doi.org/10.1016/j.ssci.2009.11.002 Paydar, S. & Doğan, A. (2019). Öğretmen adaylarının açık ve uzaktan öğrenme ortamlarına yönelik görüşleri. Eğitim ve Teknoloji, 1 (2), 154-162. http://dergipark.org.tr/en/pub/egitek/issue/50136/650237 adresinden erişilmiştir.
  • Phillips, S., Sen, D. & McNamee, R. (2007). Prevalence and causes of self-reported work-related stress in head teachers. Occupational medicine, 57(5), 367-376. https://doi.org/10.1093/occmed/kqm055
  • Pu, J., Hou, H., Ma, R. & Sang, J. (2017). The effect of psychological capital between work–family conflict and job burnout in Chinese university teachers: Testing for mediation and moderation. Journal of health psychology, 22(14), 1799-1807. https://doi.org/10.1177/1359105316636950
  • Purwanto, A., Asbari, M., Fahlevi, M., Mufid, A., Agistiawati, E., Cahyono, Y. & Suryani, P. (2020). Impact of work from home (wfh) on Indonesian teachers performance during the Covid-19 pandemic: An exploratory study. International Journal of Advanced Science and Technology, 29(5), 6235-6244. https://www.researchgate.net/profile/MochammadFahlevi/publication/341413246 adresin-den erişilmiştir.
  • Rubin, O., Nikolaeva, A., Nello-Deakin, S. & te Brömmelstroet, M. (2020). What can we learn from the COVID-19 pandemic about how people experience working from home and commu-ting. Centre for Urban Studies, University of Amsterdam, 1-9. https://urbanstudies.uva.nl/content/blog-series/covid-19-pandemic-working-from-home-and-commuting.html adresinden erişilmiştir.
  • Sanz Vergel, A. I. (2011). Conciliación y salud laboral:¿ una relación posible?: Actualidad en el estudio del conflicto trabajo-familia y la recuperación del estrés. Medicina y seguridad del trabajo, 57, 115-126. https://dx.doi.org/10.4321/S0465-546X2011000500008
  • Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R. & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School mental health, 3(2), 59-69. https://doi.org/10.1007/s12310-011-9051-z
  • Shimazu, A., Bakker, A. B. & Demerouti, E. (2009). How job demands affect an intimate part-ner: A test of the spillover-crossover model in Japan. Journal of occupational health, 51(3) 239. https://doi.org/10.1539/joh.L8160
  • Silva, J. P. D. & Fischer, F. M. (2020). Understudied school teachers’ work/life balance and everyday life typologies. Chronobiology International, 37(9-10), 1513-1515. https://doi.org/10.1080/07420528.2020.1808010
  • Sindiani, A.M., Obeidat, N., Alshdaifat, E., Elsalem, L., Alwani, M., Rawashdeh, H., Fares, A., Alalawne, T. & Tawalbeh, L. İ. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery, 59, 186–194. doi: https://doi.org/10.1016/j.amsu.2020.09.036 Stake, R.E. (2003). Case studies. In N.K. Denzin and Y. Lincoln (Eds), Strategies of Qualitative Inquiry (2nd ed), (pp. 134-164). Thousand Oaks, CA: Sage.
  • Stansfeld, S. A., Fuhrer, R., Shipley, M. J. & Marmot, M. G. (1999). Work characteristics pre-dict psychiatric disorder: prospective results from the Whitehall II Study. Occupational and environ-mental medicine, 56(5), 302-307. http://dx.doi.org/10.1136/oem.56.5.302
  • Tarafdar, M., Tu, Q., Ragu-Nathan, B. S. & Ragu-Nathan, T. S. (2007). The impact of tech-nostress on role stress and productivity. Journal of management information systems, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
  • TEDMEM (2020). Teachers in the COVID-19 Outbreak Process. Erişim adresi: https:// ted-mem.org/covid-19/covid-19-salgini-surecinde-ogretmenler
  • Trust, T. & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. J. Technol. Teach. Educ, 28, 189–199. https://www.learntechlib.org/primary/p/215995/ adresinden erişilmiştir.
  • Truzoli, R., Pirola, V. & Conte, S. (2021). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic. Journal of Com-puter Assisted Learning, 1-13. https://doi.org/10.1111/jcal.12533 Türen, U., Erdem, H. & Kalkın, G. (2015). İş yerinde tekno-stres ölçeği: havacılık ve bankacı-lık sektöründe bir araştırma. Çalışma İlişkileri Dergisi, 6(1), 1-19. http://dergipark.org.tr/en/pub/cider/issue/29532/316978 adresinden erişilmiştir.
  • Vatansever, Ç. (2014). Risk Değerlendirmede Yeni Bir Boyut, Psikososyal Tehlike ve Riskler. Çalışma ve Toplum Dergisi, 117-138. https://calismatoplum.org/Content/pdf/calisma-toplum-1515-e766945e.pdf adresinden erişilmiştir.
  • Wang, H. M., Ma, A. L. & Guo, T. T. (2020). Gender concept, work pressure, and work–family conflict. American Journal of Men's Health, 14(5), 1-12. https://doi.org/10.1177/1557988320957522
  • World Health Organization. (2008). PRIMA-EF: guidance on the European framework for psychosocial risk management: a resource for employer and worker representatives. https://www.who.int/occupational_health/publications/PRIMA-EF%20Guidance_9.pdf adresinden eri-şilmiştir.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 8. Baskı. An-kara. Seçkin Yayıncılık.
  • Yurdakul, B. (2015). Uzaktan eğitim. Ö. Demirel (Ed.), Eğitimde yeni yönelimler içinde (s. 271- 288). Ankara: Pegem.
  • Zhang, J. (2016). The dark side of virtual office and job satisfaction. International journal of business and management, 11(2), 40. http://dx.doi.org/10.5539/ijbm.v11n2p40
There are 59 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Ebru Senemtaşı Ünal 0000-0002-8530-9423

Pınar Baykan 0000-0001-5279-3872

Adem Demirci 0000-0001-7902-1610

Publication Date May 31, 2022
Acceptance Date May 30, 2022
Published in Issue Year 2022 Volume: 8 Issue: 1

Cite

APA Senemtaşı Ünal, E., Baykan, P., & Demirci, A. (2022). Psychosocial Hazards Faced by Teachers during the COVID-19 Pandemic Period. Current Research in Social Sciences, 8(1), 29-48. https://doi.org/10.30613/curesosc.1016487
 Download Cover Image

Follow us on Social Media!

twitter--v1.png  https://twitter.com/AizoniaPublish 

instagram-new.png  https://instagram.com/aizoniapublishing