Abstract:

The purpose of this research is to be able to determine how the facts of distance learning are perceived by school managers and teachers through metaphors. In the research methods of quality research the factual science (fenomonological) design was used. In determining the study’s work group, easy-to-access state sampling technique has been used. The study included 179 school managers and teachers who worked in the province of Bingöl in the 2020-2021 educational year as volunteers. In the research, the form containing the metaforic phrase and personal information was prepared in the Google form. The prepared form was sent to the school managers and teachers by mail, What Sapp, Facebook, and other social media tools. From the participants “Remote teaching... is like. He said, “They are asked to complete the phrase. In the analysis of the data obtained in the study, the "content analysis" technique was used. The study found that when analyzed the metaphors that women and men participants created towards the concept of remote learning, it was emphasized that most of the distance teaching was an inadequate, ineffective, incompatible, and impossible-related form of teaching. When the examples of categories were examined, it was found that the majority had negative qualities. When the study of the gender distribution of the metaphors that participants express their perceptions of distance learning, the findings found that women participants generally perceived distance learning as insufficient, while men participants perceived it as ineffective. In view of the findings, it can be stated that there is no significant difference in gender between the metaphors that the participants point out their perceptions of distance learning. Policy developers are recommended to focus on topics referred to in the first place to negative metaphors and to improve the development of other practices on these topics.

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