Araştırma Makalesi
PDF EndNote BibTex RIS Kaynak Göster

Pandemi Döneminde Öğretmenlerin Psikolojik Durumları

Yıl 2021, Cilt 3, Sayı 2, 85 - 101, 31.12.2021

Öz

Bu araştırmada, pandemi döneminde öğretmenlerin psikolojik durumlarını ortaya koymak amaçlanmıştır. Araştırmanın amacı çerçevesinde öğretmenlerin psikolojik durumlarının pandemi sürecinde nasıl etkilendiği ve bu doğrultuda öğretmenlere ne tür destekler sağlanabileceği sorusuna yanıt aranmıştır. Araştırma nitel bir araştırma olup nitel araştırma desenlerinden durum çalışması deseninde tasarlanmıştır. Çalışma grubunda 32 öğretmen yer almıştır. Veri toplama sürecinde katılımcılarla görüşmeler yapılmış, bu bağlamda çalışmada, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın verileri dünya genelinde yaşanan pandemi nedeniyle elektronik ortamda toplanmıştır. Araştırmanın verileri içerik analizi yöntemi ile analiz edilmiştir. Araştırmada pandemi dönemiyle birlikte uzaktan öğretim faaliyetlerinin gerçekleşmesiyle öğretmenlerin yaşamlarının bu durumdan etkilendiği, bu dönemde destek ihtiyacı hissettikleri ve psikolojik durumlarının olumsuz etkilendiğine yönelik bulgular elde edilmiştir. Araştırmada sonuç olarak pandemi döneminde öğretmenlerin kendi psikolojik hallerini daha çok negatif psikolojik kavramlarla açıkladıkları ve öğretmenlerin bu manada desteğe ihtiyaçları olduğu ortaya çıkmıştır. Pandemi sonrası da etkileri hissedilebilecek bu istenmeyen psikolojik durumların iyileştirilmesi ve öğretmenlere gerekli desteklerin verilmesi önemli görülmektedir.

Kaynakça

  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. http://dx.doi.org/10.29333/ejecs/388
  • Amram, M. B., & Davidovitch, N. (2021). Teachers’ attitudes towards e-teaching during COVID-19. Laplage em Revista, 7(2), 13–32. http://dx.doi.org/10.21125/edulearn.2021.2020
  • Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E., & Borges, Á. (2020). Teacher's physical activity and mental health during lockdown due to the COVID-2019 pandemic. Frontiers in Psychology, 11, 2673. https://doi.org/10.3389/fpsyg.2020.577886 Aytaç, T. (2021). The problems faced by teachers in Turkey during the COVID-19 pandemic and their opinions. International Journal of Progressive Education, 17(1), 404–420. https://doi.org/10.29329/ijpe.2021.329.26
  • Beattie, M., Wilson, C., & Hendry, G. (2021): Learning from lockdown: Examining Scottish primary teachers’ experiences of emergency remote teaching. British Journal of Educational Studies, https://doi.org/ 10.1080/00071005.2021.1915958
  • Bekaroğlu, E., & Yılmaz, T. (2020). COVID-19 ve psikolojik etkileri: Klinik psikoloji perspektifinden bir derleme. Nesne, 8(18), 573–584. https://doi.org/10.7816/nesne-08-18-14
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112–142. https://dergipark.org.tr/tr/download/article-file/1215818
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Canpolat, U., & Yıldırım, Y. (2021). Ortaokul öğretmenlerinin COVID-19 salgın sürecinde uzaktan eğitim deneyimlerinin incelenmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 74–109. https://dergipark.org.tr/tr/download/article-file/1446616
  • Chang, G.C., & Satako, Y. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-thecovid-19-challenges-in-education-a-snapshot-of-policy-measures/
  • Cohen, L. Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Creswell, J. (2016). Veri Toplama (3. Baskıdan çeviri). S. B. Demir (Çev. Ed.). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal.
  • De Klerk, E. D., Palmer, J. M., & Modise, A. (2021). Re-prioritizing teachers’ social emotional learning in rural schools beyond Covid-19. Journal of Ethnic and Cultural Studies, 8(2), 68–88. http://dx.doi.org/10.29333/ejecs/563
  • Demir, F., & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, Salgın Sürecinde Türkiye'de ve Dünyada Eğitim, 273–292. https://doi.org/10.37669/milliegitim.775620
  • Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic. https://doi.org/10.31219/osf.io/ve4z7
  • Fauzi, I., & Khusuma, I. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic condition. Journal Iqra’ : Kajian Ilmu Pendidikan, 5(1). 58–70. https://doi.org/10.25217/ji.v5i1.914
  • Gupta, A., & Goplani, M. (2020). Impact of COVID-19 on educational institution in India. Purakala Journal U (CARE Listed), 31(21). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3679284
  • Jones, A. L., & Kessler, M. A. (2020). Teachers’ Emotion and identity work during a pandemic. Frontiers in Education. http://doi.org/ 10.3389/feduc.2020.583775
  • Karadeniz, G., & Zabcı, N. (2020). Pandemi döneminde uzaktan eğitim veren öğretmenlerin çalışma koşulları ve algıladıkları stres ile psikolojik iyi oluşları arasındaki ilişki. Mimar Sinan Güzel Sanatlar Üniversitesi Sosyal Bilimler Dergisi, 2(22), 301–314. https://app.trdizin.gov.tr/makale/TkRBMk5EazFOUT09/pandemi-doneminde-uzaktan-egitim-veren-ogretmenlerin-calisma-kosullari-ve-algiladiklari-stres-ile-psikolojik-iyi-oluslari-arasindaki-iliski-
  • Khanna, R., & Kareem, J. (2021). Creating inclusive spaces in virtual classroom sessions during the COVID pandemic: An exploratory study of primary class teachers in India. International Journal of Educational Research Open, 2, 100038. https://doi.org/10.1016/j.ijedro.2021.100038
  • 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/10.31234/osf.io/gj3e5
  • Kraft, M. A., Simon, N. S., & Lyon, M. A. (2020). Sustaining a Sense of Success: The Importance of Teacher Working Conditions during the COVID-19 Pandemic. EdWorking Paper No. 20-279. Annenberg Institute for School Reform at Brown University.
  • Kundu, A., & Bej, T. (2021). COVID 19 response: An analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal. Education and Information Technologies, 1–24. https://doi.org/10.1007/s10639-021-10503-5
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, Sage Publications
  • Mukhter, I., & Chowdhary, R. (2020). Teaching during Covid-19: Teacher and students’ experience. Space and Culture, India, 8(2), 25–35. https://doi.org/10.20896/saci.v8i2.1068
  • Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352–369. DOI: https://doi.org/10.46328/ijtes.v4i4.167
  • OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing
  • Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 17(21), 8002. https://doi.org/10.3390/ijerph17218002.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
  • Saykılı, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), 2–17. https://www.researchgate.net/publication/338825629_Distance_Education_Definitions_Generations_Key_Concepts_and_Future_Directions
  • Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016
  • Suğumlu, Ü. (2021). A case study on teaching Turkish through distance education. International Journal of Psychology and Educational Studies, 8(1), 174–190.
  • Sulaiman, T., Ibrahim, A., Motevalli, S., Wong, K. Y., & Hakim, M. N. (2021). Effect of e-evaluation on work motivation among teachers during the movement control order in COVID-19: the mediating role of stress. Interactive Technology and Smart Education. 18(3), 435–449. https://doi.org/0.1108/ITSE-05-2020-0066
  • UNESCO (2020). https://en.unesco.org/news/teacher-task-forcecalls-support-63-million-teachers-touched-covid-1
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
  • Yin, R. K. (2003). Designing case studies. Qualitative Research Methods, 1, 359–386.

Psychological Status of Teachers During the Pandemic Period

Yıl 2021, Cilt 3, Sayı 2, 85 - 101, 31.12.2021

Öz

In this study, it was aimed to reveal the role of teachers' psychological state during the pandemic period. In accordance with the purpose of the study, an answer was sought to the question of how the psychological state of teachers was affected during the pandemic period and what kind of support could be provided to teachers at this point. The research is a qualitative research and was designed as a case study pattern, one of the qualitative research designs. There are 32 teachers in the study group. The research was carried out by interview method and a structured interview form developed by the researchers was used. The data of the research were collected electronically, as the education continued through distance education due to the worldwide pandemic. The data of the research were analysed by content analysis method. According to the research, with the realization of distance education activities with the pandemic period, the life patterns of the teachers were affected by this situation, they felt the need for support during this period and their psychological status was adversely affected. As a result of the research, it was revealed that the psychological state of the teachers was not very acceptable during the pandemic period, that the teachers explained their psychological state with negative psychological concepts and that teachers needed support in this sense. It is important to heal these undesirable psychological conditions, the effects of which can be felt after the pandemic, and to provide the necessary support.

Kaynakça

  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. http://dx.doi.org/10.29333/ejecs/388
  • Amram, M. B., & Davidovitch, N. (2021). Teachers’ attitudes towards e-teaching during COVID-19. Laplage em Revista, 7(2), 13–32. http://dx.doi.org/10.21125/edulearn.2021.2020
  • Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E., & Borges, Á. (2020). Teacher's physical activity and mental health during lockdown due to the COVID-2019 pandemic. Frontiers in Psychology, 11, 2673. https://doi.org/10.3389/fpsyg.2020.577886 Aytaç, T. (2021). The problems faced by teachers in Turkey during the COVID-19 pandemic and their opinions. International Journal of Progressive Education, 17(1), 404–420. https://doi.org/10.29329/ijpe.2021.329.26
  • Beattie, M., Wilson, C., & Hendry, G. (2021): Learning from lockdown: Examining Scottish primary teachers’ experiences of emergency remote teaching. British Journal of Educational Studies, https://doi.org/ 10.1080/00071005.2021.1915958
  • Bekaroğlu, E., & Yılmaz, T. (2020). COVID-19 ve psikolojik etkileri: Klinik psikoloji perspektifinden bir derleme. Nesne, 8(18), 573–584. https://doi.org/10.7816/nesne-08-18-14
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112–142. https://dergipark.org.tr/tr/download/article-file/1215818
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Canpolat, U., & Yıldırım, Y. (2021). Ortaokul öğretmenlerinin COVID-19 salgın sürecinde uzaktan eğitim deneyimlerinin incelenmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 74–109. https://dergipark.org.tr/tr/download/article-file/1446616
  • Chang, G.C., & Satako, Y. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-thecovid-19-challenges-in-education-a-snapshot-of-policy-measures/
  • Cohen, L. Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Creswell, J. (2016). Veri Toplama (3. Baskıdan çeviri). S. B. Demir (Çev. Ed.). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal.
  • De Klerk, E. D., Palmer, J. M., & Modise, A. (2021). Re-prioritizing teachers’ social emotional learning in rural schools beyond Covid-19. Journal of Ethnic and Cultural Studies, 8(2), 68–88. http://dx.doi.org/10.29333/ejecs/563
  • Demir, F., & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, Salgın Sürecinde Türkiye'de ve Dünyada Eğitim, 273–292. https://doi.org/10.37669/milliegitim.775620
  • Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic. https://doi.org/10.31219/osf.io/ve4z7
  • Fauzi, I., & Khusuma, I. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic condition. Journal Iqra’ : Kajian Ilmu Pendidikan, 5(1). 58–70. https://doi.org/10.25217/ji.v5i1.914
  • Gupta, A., & Goplani, M. (2020). Impact of COVID-19 on educational institution in India. Purakala Journal U (CARE Listed), 31(21). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3679284
  • Jones, A. L., & Kessler, M. A. (2020). Teachers’ Emotion and identity work during a pandemic. Frontiers in Education. http://doi.org/ 10.3389/feduc.2020.583775
  • Karadeniz, G., & Zabcı, N. (2020). Pandemi döneminde uzaktan eğitim veren öğretmenlerin çalışma koşulları ve algıladıkları stres ile psikolojik iyi oluşları arasındaki ilişki. Mimar Sinan Güzel Sanatlar Üniversitesi Sosyal Bilimler Dergisi, 2(22), 301–314. https://app.trdizin.gov.tr/makale/TkRBMk5EazFOUT09/pandemi-doneminde-uzaktan-egitim-veren-ogretmenlerin-calisma-kosullari-ve-algiladiklari-stres-ile-psikolojik-iyi-oluslari-arasindaki-iliski-
  • Khanna, R., & Kareem, J. (2021). Creating inclusive spaces in virtual classroom sessions during the COVID pandemic: An exploratory study of primary class teachers in India. International Journal of Educational Research Open, 2, 100038. https://doi.org/10.1016/j.ijedro.2021.100038
  • 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/10.31234/osf.io/gj3e5
  • Kraft, M. A., Simon, N. S., & Lyon, M. A. (2020). Sustaining a Sense of Success: The Importance of Teacher Working Conditions during the COVID-19 Pandemic. EdWorking Paper No. 20-279. Annenberg Institute for School Reform at Brown University.
  • Kundu, A., & Bej, T. (2021). COVID 19 response: An analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal. Education and Information Technologies, 1–24. https://doi.org/10.1007/s10639-021-10503-5
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, Sage Publications
  • Mukhter, I., & Chowdhary, R. (2020). Teaching during Covid-19: Teacher and students’ experience. Space and Culture, India, 8(2), 25–35. https://doi.org/10.20896/saci.v8i2.1068
  • Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352–369. DOI: https://doi.org/10.46328/ijtes.v4i4.167
  • OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing
  • Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 17(21), 8002. https://doi.org/10.3390/ijerph17218002.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
  • Saykılı, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), 2–17. https://www.researchgate.net/publication/338825629_Distance_Education_Definitions_Generations_Key_Concepts_and_Future_Directions
  • Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016
  • Suğumlu, Ü. (2021). A case study on teaching Turkish through distance education. International Journal of Psychology and Educational Studies, 8(1), 174–190.
  • Sulaiman, T., Ibrahim, A., Motevalli, S., Wong, K. Y., & Hakim, M. N. (2021). Effect of e-evaluation on work motivation among teachers during the movement control order in COVID-19: the mediating role of stress. Interactive Technology and Smart Education. 18(3), 435–449. https://doi.org/0.1108/ITSE-05-2020-0066
  • UNESCO (2020). https://en.unesco.org/news/teacher-task-forcecalls-support-63-million-teachers-touched-covid-1
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
  • Yin, R. K. (2003). Designing case studies. Qualitative Research Methods, 1, 359–386.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Ali CÜLHA> (Sorumlu Yazar)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-5215-0823
Türkiye


Halil ATLI>
MİLLİ EĞİTİM BAKANLIĞI/KOCAELİ
0000-0003-3548-7843
Türkiye


Ümit DOĞAN>
MİLLİ EĞİTİM BAKANLIĞI/SAKARYA
0000-0002-8144-9744
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 3, Sayı 2

Kaynak Göster

APA Cülha, A. , Atlı, H. & Doğan, Ü. (2021). Pandemi Döneminde Öğretmenlerin Psikolojik Durumları . Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi , 3 (2) , 85-101 . Retrieved from https://dergipark.org.tr/tr/pub/ksued/issue/67827/989875

Open Access Policy
KSUJED provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.