Abstract:

The purpose of this research is to determine the general level of attitude of teachers towards remote education and to find answers to the questions whether the attitudes of teachers varied according to the district, gender, type of institution and degree of education, graduation, service year, branch variants and whether there is a relationship between the frequencies of service-in-service training related to remote education and the perception of the technology competence of teachers and their attitudes. The sample of the work carried out in the visual scan model is made up of a total of 886 teachers working in the first, secondary and high school, private and public schools in the provinces of Şehitkamil and Şahinbey in 2020-2021. The study used the "Personal Information Form" and "Remote Learning Attitude Measurement to Teachers" as a data collection tool. Data collected in the digital environment, the Jamovi (1.6.9) package program was used to analyze the data obtained. The study found that the attitudes of teachers towards distance learning were close to the middle level. It has also been concluded that gender, district and graduation variables of teachers have not changed the attitudes of teachers towards distance education, but that the type of institution (private/governmental), the degree of education, the degrees, branches and the status of service-in-service education related to distance education have influenced the attitudes of teachers towards distance education and have a decisive impact on their attitudes. The study found that there was a positive relationship between the technological competence perceptions that teachers possess and their attitudes towards distance learning. The creation of supporting service-in-service training opportunities for teachers in relation to distance learning will help improve success in distance learning and the enhancement of their technological skills will make it easier for teachers to have a positive attitude towards distance learning. The development of remote education programs for smaller age groups will contribute to the development of a positive attitude of classmates towards remote education.

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