Methods of social science teachers' stress management in the process of distance education

In this study, it is aimed to examine the methods of coping with stress in the distance education process of social studies teachers. Explanatory design, which is one of the mixed method designs in which Quantitative and Qualitative research methods are used together in the same study, was used as a method in the research. The population of the research consists of 93 social studies teachers working in Erzincan provinces and districts. In the quantitative phase of the study, in order to examine the social studies teachers' coping with stress during the distance education process, the participants were given the "Stress Coping Scale" (Moos, 1993) questionnaire and the "Personal Information form"; In the qualitative phase, in order to examine the subject in depth, the "Semi-Structured Interview Form" consisting of 8 questions prepared by the interviewer was used and applied to 15 teachers. In order to reveal the differences, analyzes were made by considering the 0.05 significance value over parametric (unrelated samples t-test, one-way analysis of variance -ANOVA) tests. As a result of the analyzes, it was found that there were no significant differences in the sub-problems investigated. In the qualitative data section, the data obtained in the "Semi-Structured Interview Form" were recorded, transcribed, the data obtained were organized and coded, transferred to the table by creating categories and presented as comments. According to the results of the interview questions, the problems experienced by the Social Studies teachers in distance education are mostly related to the students' access to computers, tablets, etc. It has been determined that they have problems with the lack of internet infrastructure and the lack of internet infrastructure in the districts. It has been observed that most of the teachers in the distance education process use a number of individual and mental measures as a way of coping with stress and do not receive any organizational help and manage the process with their own efforts. It has also been determined that the teachers organize and implement many educational activities in order to ensure the participation of the students in the lesson, to attract the attention of the students and to prevent the boredom in front of the screen and to make the lesson more fun