Abstract:

The aim of this study is to identify the attitudes of teachers in high school to distance learning and their digital skills, to study the relationship between their attitudes to distance learning and their digital skills, and to analyze the opinions on the courses conducted in the epidemic process and to reveal the efficiency of the process. The study, scales and conversation forms are conducted with the research of the karma method. The examples of the study were made by 263 teachers in different high schools in the province of Amasya. Quantum data is collected from teachers with the "Remote Education Attitude Scale" and "Digital Qualification Scale for Teachers". The attitude of teachers to distance learning has been shown to be medium and the qualification status of 64.26% is at a specialized and integrative level. Teachers’ attitudes to distance learning and digital skills do not show significant differences by gender. The teachers’ attitudes to distance learning are not meaningful, and their digital skills are meaningful. Teachers’ attitudes and digital skills to distance learning differ significantly depending on their learning status. There is a meaningful relationship between teachers’ attitudes to distance learning and their digital skills, and this relationship is positive. Digital skills increases the attitude of teachers to distance learning. Teachers’ digital skills significantly process their attitudes towards distance learning. According to the results of the interviews with 10 teachers, the lessons with distance learning provide independence from time and place, causing difficulties and inequality of opportunities in class management. The analysis is believed to keep light on the changes that the post-epidemian education can also occur.

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