Özet:

Distance education is a part of our education system in our country as in   most countries of the world. Distance education, which is an alternative for people who could not attend formal education or who have left formal education, has ensured the continuation of education without interruption during the pandemic period we live in. During this pandemic period when schools were closed, educational activities were continued with distance education and it was aimed for these schools to be effective and efficient in the process. In this study, it was aimed to determine classroom teachers' perceptions about effective school in distance education. In the study, phenomenology pattern was used from qualitative research types. The study group of the research consisted of 15 classroom teachers working in a public primary school in Erzincan city center. Data were collected with the semi-structured interview form created by the researchers. Content analysis was preferred in the analysis of data. In the study, classroom teachers defined schools that are effective in distance education as schools that use technology effectively and efficiently, motivate teachers and support students with internet problems. They expressed the most important features they want in effective distance education schools as teaching lessons with technological and digital tools. The difficulties faced by effective distance education schools, students 'indifference to lessons, inadequacy of technological tools, and parents' comparison between students are among the results of the study. Staying away from education, even if it is from a distance, and the processing of lessons with digital technologies are the positive aspects of effective schools in distance education. At the end of the study, different suggestions were made.

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