Abstract:

The aim of this study is to examine the human relations problems of secondary school teachers with the members of the school community (students, parents, other teachers, school administrators) during the emergency distance education process applied due to the pandemic, the causes of these problems and solution proposals. The phenomenological method is a qualitative research method that is used in this study. The participants consisted of 35 secondary school teachers from different branches determined by the maximum diversity sampling method. The data obtained by using the interview form were analyzed by content analysis technique. As a result of the research, it was seen that the participants had human relations problems with the member of the school community during the emergency distance education process. In this process, the participants mostly had problems with their students and parents. The problems that they faced with other teachers and school administrators were less significant. The problems experienced by the participants with their students are the inability to communicate effectively with the students in the lessons, the tension and the general engagement. The lack of communication between the parents and the teacher and the conflict are the human relations problems that the participants experienced with the parents. While the participants had problems with the planning of the lessons with other teachers; they also had problems with school administrators due to not being able to participate in decision-making process. The participants think that the problems are mostly caused by the negative attitudes and behaviours of the students and parents, the parents’ failure to fulfil their duties, financial inadequacies, technological obstacles and the structure of the emergency distance education system. The solutions of these problems largely depend on the regulations that need to be administered at the national and school scale. According to the findings of the present study, students and teachers’ access to courses should be improved, adjustments should be made on measurement and evaluation and education programs, psychological support should be provided to students and teachers and school management processes should be improved.

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