The perceived status of schools and the changing roles of education stakeholders in the COVID-19 process

In the theoretical framework of the research, Covid-19, which affects our lives, the effects of the pandemic declared together with Covid-19 on education, the perception of the schools, which are the sub-system of education and closed, by the education stakeholders, the opportunity and opportunity in education that occurred with the introduction of the distance education system, which was taken as a precaution during the Covid-19 period. In this study, answers were sought to question the equality of education and to determine the roles of education stakeholders that have changed or newly defined as in school with Covid-19. The purpose of this research; To address the current situation of schools and the changes in the roles of education stakeholders in many aspects (school perception, equal opportunity and opportunity, teaching profession, school goals) together with the closure of schools to face-to-face education in line with the restriction decisions taken in social areas during the pandemic process that occurred with Covid-19. and to reveal the problems experienced by the education stakeholders in this process and to offer suggestions to the practitioners for the next processes. In order to examine in depth the experiences of people about the pandemic process they are in but are not aware of, qualitative method was used in the research and the research was prepared in a phenomenology pattern. While this research emphasizes the importance of the school, which is an organizer and subsystem of the society, by the education stakeholders, it is aimed to reveal the negative consequences of the lack of equality of opportunity and opportunity in education, which is the basic principle of education, and to make suggestions, It is important in terms of determining the importance of teachers and the new roles given to teachers with the Covid-19 process and emphasizing the changes in the education system in this context. The study population of the research consists of administrators, teachers, students and parents in private and public high schools in Kepez, Muratpaşa and Konyaaltı, which were selected from the central districts of Antalya in the 2020-2021 academic year. Maximum diversity was taken into account in the creation of the study sample. Purposive sampling technique, which is one of the non-random sampling techniques, was used in the selection of the schools and participants in the study sample. The data were obtained using a semi-structured interview form. In this study, the answers to the research questions were examined using descriptive and content analysis methods. The data obtained were then summarized and interpreted according to the determined themes. According to the findings obtained from the research, Covid-19, which has affected the whole world since March 2019, has affected individuals especially in the direction of restricting their social life, and it has been observed that individuals have been found to push themselves to behaviors that will create anxiety such as protecting themselves and getting rid of this situation, and it has been observed that it has negatively affected all stakeholders in general. As a social institution, the general result that we have reached to the metaphorical perceptions of schools by education stakeholders in the Covid-19 process is that schools overlap with the concept of "online". This showed us that distance education is perceived by individuals as technology sub-based. However, another majority of the education stakeholders stated their negative attitudes such as burden, longing, not being able to socialize and change. The most striking finding of the comparative questions asked in order to understand how schools were perceived before Covid-19 and during the Covid-19 process, with Covid-19 directing education, is the education home of schools before Covid-19, everything, a place I love, While the order is called an auxiliary organization, in the Covid-19 process, with diametrically opposite expressions: "There is no school in my eyes, an inefficient and dysfunctional place, an empty space without students, It is no longer an education home, it is a place far from school culture." It has been seen that schools, as the transmitter of social order, socialization and cultural values, are perceived negatively and destroyed in the minds. As a result of the questioning of distance education, which is a technology-based education system, in the Covid-19 process, it was determined that the stakeholders stated that the education process in this education system could not partially realize the other goals of the school such as socialization, directing life, teaching social values, peer communication, supervision and assessment and evaluation. In addition to the education plans made by the teachers who are the cornerstone of the school, the administrators who provide the administration of the school, according to the types of schools within the programs determined by the national education every year, as experts who convey their experiences in the education process, to protect the health of the student, to be in contact with the ministry of health and police departments, to include the students in the lessons. It has been determined that they have acquired new responsibilities that are not in their job descriptions, such as informing parents, preparing technological materials for the new education system, by establishing groups through various communication channels. Due to the fact that there are two different institutions in education, private and public, the difference in the elective course options offered outside the curriculum in return for the fee received from the students in private schools and the scarcity of school and class sizes in terms of one-to-one attention to the students, education was preferred among the social classes of the society only within the possibilities until the Covid-19 process. Although it is an application based on Covid-19, it has been revealed that the gap between social classes has widened due to the difference in practices between private schools and public schools. While the students of parents with limited social conditions and low economic status could not have internet access at home during this process, some of them could not reach any educational resources because they did not even have a television in their homes, while students in private schools did not have any problems with internet access and one-on-one counseling was provided to students. It was determined that each student's deficiencies were determined and etude applications were made. These results revealed situations that contradict the principle of equal opportunity and opportunity among students studying in private and public schools. Some of the suggestions presented to practitioners and researchers as a result of the findings and literature review are as follows: In order to complete the deficiencies related to the teaching process and curricula due to the fact that not every student can reach the education in the same conditions due to the reasons arising from the technological disruptions in the distance education process, new education programs are systematically and planned by the national education. organizing additional studies that can be included in the teaching process; Since the applied courses of vocational and technical high schools could not be held under any circumstances in the distance education system, the students in these high schools could not reach vocational qualification. For this reason, while planning evening classes or weekend workshops to these students by planning in small groups was recommended to practitioners, the following suggestions were made to researchers: "This study was conducted with high school students, who are adults who can express themselves. This study can also be done with the education stakeholders in primary school by using a mixed method."