Abstract:

Abstract The purpose of this study was to provide an insight into the parental involvement process in emergency remote education by focusing on a group of mothers during the first wave of the COVID-19 pandemic in Northern Cyprus. In this case study, the data was collected through a semi-structured interview form, a life context questionnaire, and a socio-demographic information form. The rigorous thematic analysis of the rich data revealed that the participants were intensively involved in their children’s remote education while taking on various overwhelming responsibilities including teaching. They thought that they were obliged to become involved intensively as they considered that the content and methods of teaching were not appropriate for learning remotely. They also believed that their involvement was needed and demanded by the children and their teachers. However, despite the participants’ advantageous life contexts and access to material and cultural resources, they struggled in this exhaustive involvement process. They self-questioned their teaching responsibilities, roles, and competencies during the emergency remote education period.

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