Determining of reflections of teaching process during COVID-19 pandemic on science teachers' motivation and experience

In this research it was aimed to determine the reflections of distance teaching process during COVID-19 pandemic on science teachers' motivation and experience. The study was carried out with integrated single-cell analysis in scope of case study of qualitative research methods. The study group of research consists of 21 Science teachers who works in state schools in a province in western part of Black Sea Region in 2021-2022 educational year. In the research, a semi-structured interview form developed by the researcher was used as a data collection tool, the data obtained from the research was analyzed using inductive analyze method of qualitative analyze methods. When the results were analyzed, it was observed that the process of transition to distance teaching during the COVID-19 pandemic affected Science teachers' motivation negatively It was determined that the reasons such as negative changes in student habits, inability to use teaching methods and approaches, inability to assess and evaluate, inefficient education, emergence of inequality of opportunity among students, disengagement of students in virtual lessons, inadequacy of technology, infrastructure problems, difficulties in classroom management, negative attitude of people towards teaching profession, lack of cooperation with stakeholders, unadaptable of Science lessons in distance learning reduced teachers motivation. From the results, suggestions were made regarding developing support applications to eliminate factors affecting teacher motivation negatively and designing educational plan to make teachers and students ready for a possible distance learning scenario.