Investigation of classroom teachers' proffesional innovation tendencies and perspectives on distance education

The general purpose of this research is to reveal the correlation between classroom teachers' proffesional innovation tendencies and their perspectives on distance education. In this study survey model, a quantitative research method, was used. Simple random sampling was used in picking the sample. The universe of the research consists of 360 classroom teachers whom 194 female and 166 male which were giving education in the province of Osmaniye in the academic year of 2020-2021. "Professional Innovation Tendency Scale of Classroom Teachers" which was developed by Altıntaş-Yüksel and Gelişli(2018), "Scale of Attitude Towards Distance Education" developed by Ağır et al. (2007) were used as data collection tools and "Personal Information Form" was used for demographic information in the research. In the analysis of the obtained data, percentage and frequency calculations were made by using the SPSS 22.0 package statistics program. According to the data obtained as a result of the analysis, the professional innovativeness tendency of classroom teachers levels are detected as "good above average"; attitudes towards distance education are at "intermediate" level. According to the scale of the professional innovativeness tendencies of the classroom teachers total score, it is seen that female teachers compared to male teachers and teachers working in private schools compared to teachers working in public schools are more innovative. Moreover it is determined that the professional innovativeness tendencies of teachers, really want to be a teacher by heart and the teachers participated in any professional development programs in the last year are higher. There is no significant difference between classroom teachers' professional innovativeness tendency scores and their age, professional seniority, level of education, place of employment, and professional development programs they have attended in the last year. While there is no significant difference in the perspective's of classroom teachers towards distance education according to their gender; according to the sub-scores of the scale, male teachers' feel the limitations of distance education more, it was found that teachers' who really want to be a teacher by heart attitudes towards distance education were higher. According to the data obtained from the research, it is found that there is no significant connection between; age, professional seniority, education level, school type, place of employment, education status, the variety of practices towards distanced education and the scores of attitude towards distance education When the relationship between the professional innovativeness tendencies of classroom teachers and their perspectives towards distance education was examined, it was determined that there was no relationship between the total professional innovativeness tendency scores of classroom teachers and their total attitude scores towards distance education. Keywords: Classroom teachers, professional innovation, distance education.