Abstract:

This study aims to analyze teachers’ views about psycho-social hazards faced by teachers who took active roles in the distance education process in the period of the COVID-19 pandemic. The study was performed with the qualitative research method. In the study, a semi-structured interview form created by the researchers was used as a data collection tool. A face-to-face interview was conducted with 19 of the 20 teachers who participated in the study, and a telephone interview was conducted with one. The interviews were recorded with a voice recorder. After records were transcribed, the content analysis was conducted on records. By using the interview form composed of 18 questions, the raw data of the research were collected and analyzed. The themes, “COVID-19 Measures”, “Technical Problems”, “Change in the way of working”, “Relations with School Administration and Co-Workers”, “The Effect of Teleworking on Work-Life Balance”, and “Negative Effects of Teleworking on Health”, were created as per the analysis. Upon the examination of themes, it was concluded that the teachers who were obliged to telework in the period of the pandemic were confronted with several psycho-social hazards such as adapting to a new instruction method, preparing lessons at home without receiving any technical support, not being in communication with school administrators and co-workers, and feeling anxiety about covering all topics in the curriculum in due time. In addition, it was observed that none of the teachers participating in the study received technical support. Therefore, according to the results of the study, it can be recommended that teachers receive technical support for changing working styles to cope with these dangers they face during the pandemic period.

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