Investigation of classroom teachers' attitudes towards distance education in the pandemic process

On March 12, 2020, the World Health Organization (WHO) announced that the coronavirus (COVID-19) outbreak caused by the SARS-CoV-19 virus and first detected in Wuhan, China, has reached the level of a global pandemic (WHO, 2020). Face-to-face education has been Decommissioned in schools around the world. Less than a week later, on March 18, 2020, UNESCO reported that 107 countries had closed all schools due to the pandemic (United Nations Educational, Scientific and Cultural Organization, 2020). One of the business lines that has been significantly affected by the pandemic process has undoubtedly been education. Covid-19th in conjunction with the outbreak through the implementation of distance education and remote education in schools be made fairly quickly transition into the education system, students and teachers have been shown to cause problems in adapting to distance education system.The increase in the number of people who want to get an education today, the aim of reaching more people, the aim of eliminating the inequality of opportunities in education, the desire to eliminate the educational needs of students who cannot get the opportunity to attend school for more than one reason and to eliminate the limitations caused by traditional education shows that the need for distance education exists. In this study, the attitude variable related to distance education was focused on. In this context, the main purpose of the study is to determine whether the attitudes of classroom teachers towards distance education differ according to demographic characteristics. In addition to the main purpose of the research, it was also determined as a sub-purpose to determine the opinions of classroom teachers related to distance education. The universe of the research is composed of classroom teachers working in schools affiliated to the Ministry of National Education in Muş province. In the study, it was seen that distance education has advantages as well as disadvantages and cannot replace face-to-face education. Another conclusion we reached in the study is that classroom teachers are mostly people with low professional experience, high level of education, high level of knowledge about the use of technology and distance education. In order for distance education to be applied in a more qualified way, both the development of infrastructure and the students, teachers and parents who use the system must have sufficient knowledge about the subject.