ilkokullarda görev yapan öğretmenlerin uzaktan eğitime yönelik tutumları

The aim of this research is to determine primary school teachers' attitudes towards distance education. The sample of the research consisted of 355 primary school (class) and subject teachers (female: 206, male: 149) working at 37 elementary schools in the center of Bolu province in 2017. In the study, the data on teachers' attitudes towards distance education were collected by "Attitude Scale Towards Distance Education" developed by Ağır (2007). The scale has two sub-dimensions (the advantages and limitations of distance education). The data collected from the teachers were analyzed through SPSS 20 statistical program and the Lisrel package program. Confirmatory factor analysis was used to confirm the two predefined sub-dimensional structures of the scale in the study. In addition, statistical techniques such as percentages, frequency values, t-test and One-Way Variance Analysis (ANOVA) were used to analyze the sub-problems. The findings of the research revealed even though no significant difference in teachers' attitudes towards distance education according to the variables determined by the researcher in general (apart from the education status variable), this difference is not statistically significant. Also, no significant difference was observed in teachers' attitudes towards distance education when their genders are concerned. However, a slight positive significant difference was observed when the attitudes of female teachers are concerned compared to the attitudes of male teachers. Additionally, even though a significant difference was observed in the attitudes of primary school teachers towards distance education when years of experience in teaching variable (1-5 years, 6-10 years, 11-15 years, 16-20 years and 21 - over) is concerned, this difference is not significant statistically. In the same way, no significant difference was observed in teachers' attitudes towards distance education according to class or subject teacher variable. It was found that the attitudes of primary school teachers differ significantly in terms of their education status. In other words, while the attitudes of MA graduates have more positive attitudes than the attitudes of two-year degree program towards distance education, no significant difference was found in the attitudes of teachers towards distance education when whether they have knowledge about distance education or not variable is concerned. Keywords: technology, distance education, attitudes, attitude toward distance education