Çevrimiçi öğretmen rol ve yeterliklerine göre pandeminin öğretmenler üzerindeki etkilerinin incelenmesi

This study aimed to investigate the reflections of teacher roles and competencies in online distance education on face-to-face education and hybrid education after the pandemic in the Covid-19 pandemic between 2019-2022. The condition that the teachers who have given distance education are still active in their profession after the pandemic has been kept as a condition of participation in the survey. The study consists of 350 volunteer participants reached through social media. The "Online Teacher Competencies Scale" developed by Bahattin Kavrat and Yalın Kılıç Türel in 2013 was used with questions containing demographic information using "Google Form" for teachers who are still continuing their profession in face-to-face education after the pandemic. By looking at the normality distributions of the data obtained from the study in accordance with SPSS, appropriate tests were selected for the findings section. Since the data did not show normal distribution, non-parametric tests were applied.The "Kruskal Wallis Test" and the "Kruskal Wallis Test" were used to determine whether the roles of online distance education teachers in the COVID-19 Pandemic caused a change in the survey questions examined after the pandemic and whether there was a statistically significant relationship between the scores of teachers' role and efficacy perceptions in online distance education. "Mann Whitney-U Test" was used. As a result of the research in which the results are tabulated, statistical results are given between the reflections of the online teacher competencies of teachers in online distance education in the Covid-19 pandemic on face-to-face education and hybrid education after the pandemic. In the calculations made as a result of online teacher roles and competencies in the Covid-19 pandemic, the median value of the communication score was (31) and the gap of quarters (28-34). The technical role median (22) and quartiles (18-25) were found. Social role median (12) and quartiles (10-15) were found. The median value of the pedagogical role (13) and the gap of quartiles (12-15) were found. According to the descriptive statistics results, the rate of finding online distance education and hybrid education appropriate increases as one progresses from pre-school to high school.As a result of the comparison of online teacher roles and competencies in the Covid-19 pandemic according to the survey questions; A statistically significant difference was found between the groups formed according to seniority (1-5 years and over 16 years) in terms of scores in the "Social Role" sub-dimension. A statistically significant difference was found between the groups (increasing and unchanged) formed according to time management skills in the pandemic process in terms of scores in the "Communicator Role", "Technical Role" and "Social Role" sub-dimensions. A statistically significant difference was found in terms of scores in the "Technical Role" sub-dimension between the groups (increased and unchanged) formed according to the ability to use technological resources efficiently in face-to-face education after the pandemic. In the sub-dimension of "Communicator Role" and "Pedagogical Role" and "Total Scale Score" between groups (better use and undecided) and (undecided and undecided) according to the ability to use technological tools efficiently in post-pandemic face-to-face education A statistically significant difference was found in terms of scores. A statistically significant difference was found in terms of scores in the "Social Role" sub-dimension between the groups (those who said yes and those who were undecided) formed according to the flexibility of the student who could not attend the course during the pandemic. Keywords: Covid-19 Pandemic , Online Teacher Roles , Online Teacher Competencies , Post-Covid-19 Pandemic , Post Pandemic Education , Hybrid Education