Özet:

In this study, which was carried out in the phenomenology design, it was desired to determine the problems faced by classroom teachers in the transition to face-to-face education after online education. Twelve volunteer classroom teachers working in three primary schools participated in the study. The research data were obtained from semi-structured interviews with the participants. As a result of the analyzes, two main themes were reached, namely the transition process and the problems encountered. Under the main theme of the problems encountered, there are four sub-themes: problems related to classroom management, attendance-absenteeism, social relations and problems related to the learning-teaching process. According to the results of the research; Regardless of the environment in which the schools are located, all of the teachers stated that they were not informed by the Ministry of National Education or the school administrators regarding the transition process, what kind of a way to follow and what precautions they should take. In the theme of Social Relations, teachers stated that during the transition to face-to-face education, students initially had problems in social interaction, such as sitting together, in coordinated games, especially sharing their belongings. Classroom teachers stated that during the process, students experienced problems in adapting to school and class again, and as a result, they had difficulties in classroom management. In the theme related to the learning-teaching process, classroom teachers stated that they experienced learning loss and low motivation problems. In the transition to face-to-face education after the pandemic, absenteeism problems were also encountered in schools. Schools in the middle and upper socio-economic region experienced not constant absenteeism, but late mornings and naps in class, while schools in the lower socio-economic region experienced long-term absences.