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Teachers’ and school administrators’ perceptions of emergency distance education

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Abstract

This research was conducted to determine the perceptions of school administrators and teachers about Covid-19 and distance education. The research is a descriptive study conducted to reflect the specific characteristics of the participants. In this context, the research model is the scanning model. In the population of the study, 31 school administrators and 156 teachers voluntarily participated in a province of Turkey in the 2020–2021 academic year. An easily accessible situation sampling technique was used in determining the participants. Within the scope of the research, a distance education satisfaction questionnaire was developed based on the experiences of the researcher himself, and an information form containing the personal information of the participants was used to collect data. The data within the scope of the research were collected by sending the data collection tool prepared online to school administrators and teachers. The data collection tool was delivered to participants via WhatsApp groups via google forms. While analyzing the data obtained within the scope of the study, descriptive statistical analyzes were made in all questions and basic statistical values ​​such as frequency, percentage, standard deviation, mode, median was reported. At the end of the study, it was determined that half of the participants did not consider the distance education conducted in their schools during the epidemic period to be sufficient. Administrators and teachers; 49.7% of them stated that they could partially benefit from distance education while conducting the lessons, 40.1% stated that it is not appropriate to conduct the lessons with distance education, and 10.2% stated that all the lessons could be conducted by distance education.

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    Nesip Demirbilek

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Demirbilek, N. Teachers’ and school administrators’ perceptions of emergency distance education. Educ Inf Technol 28, 8335–8355 (2023). https://doi.org/10.1007/s10639-022-11528-0

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