Abstract:

The aim of this study is to examine the impact of teachers, especially in the online/distance education system they live on the work-family conflict, which is associated with the COVID-19 pandemic process. For this purpose, the data obtained through an online survey was analyzed from 242 teachers working in public schools and private schools in Ankara. The study conducted verifying factor analysis (DFA) of each variable using the structural equality model (AMOS). Correlation analysis has been used to identify the relationships between the variables and the hierarchical regression analysis for the purpose of testing hypotheses. The results of the analysis show that the technostres that teachers experience in this process causes both work-family and family-work conflict. In the light of the findings obtained, not only in the pandemic process we are, but also in the aftermath, the teachers expected to integrate information technology intensely into the educational processes in order to improve the effectiveness and efficiency of the teachers, the educational sector managers have also been given recommendations on the subject.

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