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Psychosocial Hazards Faced by Teachers during the COVID-19 Pandemic Period

Yıl 2022, Cilt: 8 Sayı: 1, 29 - 48, 31.05.2022

Ebru Senemtaşı Ünal Pınar Baykan Adem Demirci

https://doi.org/10.30613/curesosc.1016487

Öz

This study aims to analyze teachers’ views about psycho-social hazards faced by teachers who took active roles in the distance education process in the period of the COVID-19 pandemic. The study was performed with the qualitative research method. In the study, a semi-structured interview form created by the researchers was used as a data collection tool. A face-to-face interview was conducted with 19 of the 20 teachers who participated in the study, and a telephone interview was conducted with one. The interviews were recorded with a voice recorder. After records were transcribed, the content analysis was conducted on records. By using the interview form composed of 18 questions, the raw data of the research were collected and analyzed. The themes, “COVID-19 Measures”, “Technical Problems”, “Change in the way of working”, “Relations with School Administration and Co-Workers”, “The Effect of Teleworking on Work-Life Balance”, and “Negative Effects of Teleworking on Health”, were created as per the analysis. Upon the examination of themes, it was concluded that the teachers who were obliged to telework in the period of the pandemic were confronted with several psycho-social hazards such as adapting to a new instruction method, preparing lessons at home without receiving any technical support, not being in communication with school administrators and co-workers, and feeling anxiety about covering all topics in the curriculum in due time. In addition, it was observed that none of the teachers participating in the study received technical support. Therefore, according to the results of the study, it can be recommended that teachers receive technical support for changing working styles to cope with these dangers they face during the pandemic period.

Anahtar Kelimeler

Psycho-Social Hazard Pandemic COVID-19 Distance Education Technical Support

Kaynakça

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COVID 19 Pandemi Döneminde Öğretmenlerin Karşılaştıkları Psikososyal Tehlikeler

Yıl 2022, Cilt: 8 Sayı: 1, 29 - 48, 31.05.2022

Ebru Senemtaşı Ünal Pınar Baykan Adem Demirci

https://doi.org/10.30613/curesosc.1016487

Öz

Bu çalışmada COVID 19 pandemi döneminde uzaktan öğretim süreçlerinde aktif rol alan öğretmenlerin, karşılaştıkları psikososyal tehlikelere yönelik görüşlerinin incelenmesi amaçlanmaktadır. Çalışma nitel araştırma yöntemi ile yürütülmüştür. Çalışmada veri toplama aracı olarak araştırmacılar tarafından oluşturulan yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmaya katılan 20 öğretmenden 19’u ile yüz yüze, biri ile telefonla görüşme yapılmıştır. Yapılan görüşmeler ses kayıt cihazı ile kayıt altına alınmıştır. Kayıtlar transtkript edilerek içerik analizine tabi tutulmuştur. 18 sorudan oluşan görüşme formu ile araştırmanın ham verileri toplanmış ve analiz edilmiştir. Analiz sonucunda “Covid-19 tedbirleri”, “Teknik problemler”, “Çalışma Şeklindeki Değişiklik”, “Yönetim ve iş arkadaşlarıyla ilişkiler”, “Evden çalışmanın iş – aile dengesine etkisi” ve “Evden çalışmanın sağlığa olumsuz etkileri” temalarına ulaşılmıştır. Temalar incelendiğinde, pandemi döneminde evden çalışmak zorunda kalan öğretmenlerin, yeni bir öğretim yöntemine uyum sağlama, teknik destek almadan dersleri evden hazırlama, yönetici ve iş arkadaşları iletişim halinde olamama, müfredat yetiştirememe kaygısı gibi birçok psikososyal tehlike ile karşı karşıya kaldıkları sonucuna varılmıştır. Ayrıca çalışmaya katılan öğretmenlerin hiçbirinin teknik destek almadıkları görülmüştür. Dolayısıyla, çalışma sonucuna göre öğretmenlerin pandemi döneminde karşılaştıkları bu tehlikelerle başa çıkabilmeleri için değişen çalışma şekillerine yönelik teknik destek almaları önerilebilir.

Anahtar Kelimeler

Psikososyal Tehlike Pandemi Covid-19 Uzaktan Eğitim Teknik Destek.

Kaynakça

  • Akbaş Tuna, A. & Türkmendağ, Z. (2021). Covid-19 Pandemi Döneminde Uzaktan Çalışma Uygulamaları ve Çalışma Motivasyonunu Etkileyen Faktörler. İşletme Araştırmaları Dergisi, 12(3), 3246–3260. https://www.isarder.org/index.php/isarder/article/view/1212 adresinden erişilmiştir.
  • Allen, R., Jerrim, J. & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equa-lising Opportunities. https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15 adresinden erişilmiştir.
  • Avcı, F. & Akdeniz, E. C. (2021). Koronavirüs (Covid-19) salgını ve uzaktan eğitim sürecinde karşılaşılan sorunlar konusunda öğretmenlerin değerlendirmeleri. Uluslararası Sosyal Bilimler ve Eği-tim Dergisi, 3(4), 117-154. https://dergipark.org.tr/en/pub/usbed/issue/61198/910183 adresinden erişilmiştir.
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  • Kutlutürk, S. & Yıkılmaz, İ. (2021). Covid-19 Pandemisi Uzaktan Çalışma Sürecinde Akade-misyenlerin İş Stresi, Tükenmişlik Algısı ve Kas İskelet Sistemi Ağrılarının İncelenmesi Hacettepe University Faculty of Health Sciences Journal , 8 (2) , 297-313 . http://dergipark.org.tr/en/pub/husbfd/issue/64628/877088 adresinden erişilmiştir.
  • Ladipo, D., Mankelow, R. & Burchell, B. (2005). Working like a dog, sick as a dog: Job inten-sification in the late twentieth century. In Systems of Production (pp. 103-117). Routledge.
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  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publicati-ons.
  • Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B. & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764 Marshall, C. & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Marshall, G. W., Michaels, C. E. & Mulki, J. P. (2007). Workplace isolation: Exploring the construct and its measurement. Psychology & Marketing, 24(3), 195-223. https://doi.org/10.1002/mar.20158
  • McMillan, J.H. & Schumacher, S. (2010). Research in education evidence-based inquiry (7. edition). Boston: Pearson Education Inc
  • Merriam, S.B. (1998). Qualitative research and case study applications in education (2. edi-tion). San Francisco: Jossey-Bass Publishers.
  • Metin, M., Gürbey, S. & Çevik, A. (2021). Covid-19 Pandemi sürecinde uzaktan eğitime yöne-lik öğretmen görüşleri. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5(1), 66-89. https://doi.org/10.46762/mamulebd.881284 Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California, ABD: Sage.
  • Muilenburg, L. Y. & Berge, Z. L. (2005). Student Barriers to Online Learning: A Factor Analy-tic Study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
  • Neto, M.Chambel, M.J. & Carvalho, V.S. ( 2018). Work-Family life conflict and mental well-being. Occup. Med. 68(6):364-369. doi: 10.1093/occmed/kqy079. Oakman, J., Kinsman, N., Stuckey, R., Graham, M. & Weale, V. (2020). A rapid review of mental and physical health effects of working at home: how do we optimise health?. BMC Public He-alth, 20(1), 1-13.59. https://doi.org/10.1186/s12889-020-09875-z
  • Ozamiz-Etxebarria, N., Santamaría, M.D., Mondragon, N.I. & Santxo, N.B. (2021). Emotional State of School and University Teachers in Northern Spain in the Face of COVID-19. Rev. Esp. Salud Publica. 95. https://europepmc.org/article/med/33583941 adresinden erişilmiştir.
  • Papadopoulos, G., Georgiadou, P., Papazoglou, C. & Michaliou, K. (2010). Occupational and public health and safety in a changing work environment: An integrated approach for risk assessment and prevention. Safety science, 48(8), 943-949. https://doi.org/10.1016/j.ssci.2009.11.002 Paydar, S. & Doğan, A. (2019). Öğretmen adaylarının açık ve uzaktan öğrenme ortamlarına yönelik görüşleri. Eğitim ve Teknoloji, 1 (2), 154-162. http://dergipark.org.tr/en/pub/egitek/issue/50136/650237 adresinden erişilmiştir.
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  • Rubin, O., Nikolaeva, A., Nello-Deakin, S. & te Brömmelstroet, M. (2020). What can we learn from the COVID-19 pandemic about how people experience working from home and commu-ting. Centre for Urban Studies, University of Amsterdam, 1-9. https://urbanstudies.uva.nl/content/blog-series/covid-19-pandemic-working-from-home-and-commuting.html adresinden erişilmiştir.
  • Sanz Vergel, A. I. (2011). Conciliación y salud laboral:¿ una relación posible?: Actualidad en el estudio del conflicto trabajo-familia y la recuperación del estrés. Medicina y seguridad del trabajo, 57, 115-126. https://dx.doi.org/10.4321/S0465-546X2011000500008
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  • Vatansever, Ç. (2014). Risk Değerlendirmede Yeni Bir Boyut, Psikososyal Tehlike ve Riskler. Çalışma ve Toplum Dergisi, 117-138. https://calismatoplum.org/Content/pdf/calisma-toplum-1515-e766945e.pdf adresinden erişilmiştir.
  • Wang, H. M., Ma, A. L. & Guo, T. T. (2020). Gender concept, work pressure, and work–family conflict. American Journal of Men's Health, 14(5), 1-12. https://doi.org/10.1177/1557988320957522
  • World Health Organization. (2008). PRIMA-EF: guidance on the European framework for psychosocial risk management: a resource for employer and worker representatives. https://www.who.int/occupational_health/publications/PRIMA-EF%20Guidance_9.pdf adresinden eri-şilmiştir.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 8. Baskı. An-kara. Seçkin Yayıncılık.
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  • Zhang, J. (2016). The dark side of virtual office and job satisfaction. International journal of business and management, 11(2), 40. http://dx.doi.org/10.5539/ijbm.v11n2p40
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Ebru Senemtaşı Ünal 0000-0002-8530-9423

Pınar Baykan 0000-0001-5279-3872

Adem Demirci 0000-0001-7902-1610

Yayımlanma Tarihi 31 Mayıs 2022
Kabul Tarihi 30 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 8 Sayı: 1

Kaynak Göster

APA Senemtaşı Ünal, E., Baykan, P., & Demirci, A. (2022). Psychosocial Hazards Faced by Teachers during the COVID-19 Pandemic Period. Current Research in Social Sciences, 8(1), 29-48. https://doi.org/10.30613/curesosc.1016487
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