The Comparison of the Adaptation of Public and Private School Teachers to Distance Education during the COVID19 Pandemic
Keywords:
Downloads
Abstract
This phenomenological study aims to reveal the adaptation of public and private school teachers in Turkey to distance education during the COVID-19 pandemic. Purposeful sampling was used to form a study group. The study group consisted of 30 teachers working in Istanbul. A semi-structured interview form was prepared to collect data and interviews were conducted through phone calls or online meetings. The collected data were analyzed by phenomenological analysis. According to the findings, private school teachers were found to try more to acquire alternative skills and competencies and receive online vocational training to adapt to the novel situation and school administrators’ performance demands. Participants from public schools did not get enough feedback from their students and parents about the courses they taught and were largely deprived of the support of their colleagues. For them, adaptation to distance education turned into a process carried out with individual efforts. Studies can be conducted in this direction with a view to investigating the relationship between environmental uncertainty, job security and career adaptation based on the findings of this research.
Downloads
References
Aguirre, J. D., & Selampinar, F. (2020). Teaching chemistry in the time of COVID-19: Memories and the classroom. Journal of Chemical Education, 97(9), 2909-2912. https://doi.org/10.1021/acs.jchemed.0c00742
Google Scholar CrossrefArastaman, G., Fidan, İ. Ö., & Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 37-75. http://dx.doi.org/10.23891/efdyyu.2018.61
Google Scholar CrossrefArastaman, G. (2019). Reconsidering the career construction in modern era. In Tuncer Fidan (Ed.), Vocational identity and career construction in education (pp. 1-15). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-7772-0.ch001
Google Scholar CrossrefAyyıldız, P. (2020). Technology in classroom management. In M. Durnalı (Ed.), Utilizing technology, knowledge, and smart systems in educational administration and leadership (pp. 42-58). IGI Global. https://doi.org/10.4018/978-1-7998-1408-5.ch003
Google Scholar CrossrefBond, E., Dibner, K., & Schweingruber, H. (2020). Reopening PU-12 schools during the COVID-19 pandemic: Prioritizing health, equity, and communities. A Consensus Study Report of The National Academies of Sciences, Engineering, Medicine. The National Academies Press.
Google Scholar CrossrefBozak, A., & Fidan, T. (2019). Vocational personalities of school principals: A phenomenological study. In Tuncer Fidan (Ed.), Vocational identity and career construction in education (pp. 178-197). IGI Global. https://doi.org/10.4018/978-1-5225-7772-0.ch010
Google Scholar CrossrefBubb, S., & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/careers and teachers. Improving Schools, https://doi.org/10.1177/1365480220958797
Google Scholar CrossrefBurgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, Retrieved on 11.05.2020 from https://voxeu.org/article/impact-covid-19-education
Google Scholar CrossrefDavis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
Google Scholar CrossrefDhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Google Scholar CrossrefEBA. (2020). Eğitim Bilişim Ağı. Retrieved May 5, 2020 from eba.gov.tr
Google Scholar CrossrefHall, J., Roman, C., Jovel-Arias, C., & Young, C. (2020). Pre-service teachers examine digital equity amidst schools' COVID-19 responses. Journal of Technology and Teacher Education, 28(2), 435-442.
Google Scholar CrossrefHan, J. H., & Sa, H. J. (2021). Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): The COVID-19 situation in Korea. Asia Pacific Education Review. https://doi.org/10.1007/s12564-021-09716-7
Google Scholar CrossrefHolden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576
Google Scholar CrossrefKaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), 165-178. https://doi.org/10.3390/educsci10060165
Google Scholar CrossrefKoç, M. H. (2019). An exploration of career adaptation of teachers: A comparison between public and private school teachers. In Tuncer Fidan (Ed.), Vocational identity and career construction in education (pp. 141-159). IGI Global. https://doi.org/10.4018/978-1-5225-7772-0.ch008
Google Scholar CrossrefKurt, T., & Fidan, T. (2021). Kariyer oluşumunda üniversite: Beklentiler ve gerçekler. Yükseköğretim Dergisi, 11(2 Pt 2), 421-437. https://doi.org/10.2399/yod.20.591001
Google Scholar CrossrefMaggiori, C., Johnston, C. S., Krings, F., Massoudi, K., & Rossier, J. (2013). The role of career adaptability and work conditions on general and professional well-being. Journal of Vocational Behavior, 83(3), 437-449. https://doi.org/10.1016/j.jvb.2013.07.001
Google Scholar CrossrefMailizar, A. A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1-9. https://doi.org/10.29333/ejmste/8240
Google Scholar CrossrefMarshall, C., & Rossman, G. B. (2014). Designing qualitative research. SAGE.
Google Scholar CrossrefMcLennan, B., McIlveen, P., & Perera, H. N. (2017). Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education, 63, 176-185. https://doi.org/10.1016/j.tate.2016.12.022
Google Scholar CrossrefMerrill, S. (2020). Teaching through a pandemic: A mindset for this moment. https://www.edutopia.org/article/teaching-through-pandemic-mindset-moment
Google Scholar CrossrefMoustakas, C. (1994). Phenomenological research methods. SAGE.
Google Scholar CrossrefNeuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 0(0),1-16. https://doi.org/10.1177/1477971420947738
Google Scholar CrossrefÖzer, M. (2020). Educational Policy Actions by the Ministry of National Education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129. https://doi.org/10.24106/kefdergi.722280
Google Scholar CrossrefÖztürk, H. (2021). Meslek yüksekokulu öğretim elemanlarının uzaktan eğitim sürecine uyumlarının incelenmesi: Nitel bir araştırma. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 57, 74-97. https://doi.org/10.21764/ maeuefd.808846
Google Scholar CrossrefPietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative phenomenological analysis in qualitative research psychology. Psychological Journal, 20(1), 7-14. https://doi.org/10.14691/CPPJ.20.1.7
Google Scholar CrossrefPorfeli, E. J., & Savickas, M. L. (2012). Career Adapt-Abilities Scale-USA Form: Psychometric properties and relation to vocational identity. Journal of Vocational Behavior, 80(3), 748-753. https://doi.org/10.1016/j.jvb.2012.01.009
Google Scholar CrossrefSandelowski, M. (1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179-183. https://doi.org/10.1002/nur.4770180211
Google Scholar CrossrefSavickas, M. L. (1997). Career adaptability: An integrative construct for life‐span, life‐space theory. The Career Development Quarterly, 45(3), 247-259. https://doi.org/10.1002/j.2161-0045.1997.tb00469.x
Google Scholar CrossrefTalidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7) 573-579. https://doi.org/10.1080/15325024.2020.1759225
Google Scholar CrossrefTeo, T., Lee, C. B., & Chai, C. S. (2008). Understanding pre‐service teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128-143. https://doi.org/10.1111/j.1365-2729.2007.00247.x
Google Scholar CrossrefUrbanaviciute, I., Udayar, S., Maggiori, C., & Rossier, J. (2020). Precariousness profile and career adaptability as determinants of job insecurity: A three-wave study. Journal of Career Development, 47(2), 146-161. https://doi.org/10.1177/0894845318791777
Google Scholar CrossrefVenkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/30036540
Google Scholar CrossrefWang, C. J., Ng, C. Y., & Brook, R. H. (2020). Response to COVID-19 in Taiwan: big data analytics, new technology, and proactive testing. Jama, 323(14), 1341-1342. https://doi.org/10.1001/jama.2020.3151
Google Scholar CrossrefDownloads
Published
Metrics
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2022 International and Multidisciplinary Journal of Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
