Özet:

This study aims to identify the problems experienced by teachers regarding classroom management during the distance education process. Having a qualitative research model, the study used a case study design. The working group of the study consisted of 22 teachers who worked at primary, secondary and high school levels in Kahramanmaraş city center during the 2021-2022 academic year and who were selected by purposive sampling method. The data were obtained through a semi-structured interview form developed by the researchers. Content analysis was used during data analysis. The results of the study revealed that the problems experienced by teachers in classroom management during the distance education process were gathered under 9 themes such as teachers' proficiency areas, teachers' home environments, students, parents, school management, time management, teaching methods and techniques, curricula, technology and problems originating from virtual environment. Unable to enrich the course content, loss of motivation, simultaneous start of classes with family members, technical problems at home, students' lack of feedback during classes and closed cameras were determined as the significant results emphasized by the teachers. The lack of students’ and parents’ technological literacy and opportunities, the indifference of parents, the inability to carry out applied activities in live lessons, the inability to adapt the curriculum to distance education, the short duration of lessons and the internet connection problems were among the frequently emerging problems.

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