Research Article
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Challenges Faced by Teachers during the Covid-19 Pandemic

Year 2023, Volume: 5 Issue: 1, 88 - 110, 30.06.2023
https://doi.org/10.51535/tell.1229312

Abstract

This research aims to develop a perception scale for the challenges faced by teachers in distance education applied during the Covid-19 pandemic outbreak and by using that scale to propound the perceptions of teachers about the challenges they face in this process, both in general and in terms of age, gender, branch, teaching level, and settlement variables. A descriptive survey, one of the quantitative research designs, was used in the research. First, a semi-structured interview form was applied to 40 teachers from different branches and age groups, who were determined voluntarily to create an item pool. The draft measurement form thus obtained was applied to 955 teachers who were working in public schools in Turkey, giving live lessons from all levels and branches, and selected by the convenience sampling method. The data were collected over the internet with the "Perceptions Scale towards the Challenges Faced by Teachers in Distance Education (DE)" prepared by the researcher, and validity and reliability analyzes of the scale were made. The scale was examined in terms of suitability and content validity by three field experts who have a Ph.D. in Computer Education and Instructional Technologies and a Turkish Language expert. According to the results of the pilot scheme, the scale has a two-factor and valid structure. According to the results of the research, it was determined that teachers' perceptions towards the challenges they faced in distance education applied during the pandemic period were at a high level. This study is important in that it will open the door to research on the challenges faced by teachers in distance education in the future.

References

  • Allen, I. E. &Seaman, J. (2017). Digital learningcompass: Distanceeducationenrollmentreport 2017. U.S.: BabsonSurveyResearchGroup.
  • Altunçekiç, A. (2021). Distanceeducation: Student, teacher, technology, studentinstutionandpedagogy. Gazi University Journal of Kırşehir Education Faculty, 22(1), 417-443. doi:10.29299/kefad.881870
  • Anderson, T. andDron, J. (2011). Three generations of distanceeducationpedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80–97. doi: https://doi.org/10.19173/irrodl.v12i3.890
  • Anderson, T. andRivera-Vargas, P. (2020).A critical look at educational technology from a distance education perspective. Digital Education Review,(37).
  • Baran, E., Correia, A., and Thompson, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education. 32:3, 421-439, DOI: 10.1080/01587919.2011.610293
  • Bozkurt, A. andSharma, R. C. (2020). Emergencyremoteteaching in a time of global crisisduetoCoronaViruspandemic. AsianJournal of DistanceEducation, 15(1), 1-6. doi: 10.5281/zenodo.3778083
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. and Demirel, F. (2017). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Pegem Atıf İndeksi [Pegem Citation Index], 1-360.
  • Büyüköztürk, Ş. (2018). Data Analysis Handbook for Social Sciences. Pegem Atıf İndeksi [Pegem Citation Index], 001-214.
  • Brown, J. D. (2002). The Cronbach alphareliabilityestimate. JALT Testing& Evaluation SIG Newsletter, 6(1), 17-18.
  • Canpolat, U. and Yıldırım, Y. (2021). Examining the distance education experiences of secondary school teachers in the COVID-19 outbreak process. Açıköğretim Uygulamaları ve Araştırmaları Dergisi-AUAd [Journal of Open Education Programs and Researches], 7(1), 74-109 . Creswell, J. W. (2017). Nitel ve nicel yaklaşımları kullanarak araştırma yürütme süreci [Research process by using quantitative and qualitative approaches]. C. Robb, K. Mason and H. Ekşi (Eds.), Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi [Educational researches: Planning, implementation and evaluation of quantitative and qualitative researches] (pp. 16-21). İstanbul: EDAM.
  • Demir, F. and Özdaş, F. (2020). Examining teachers’ opinions related to distance education in the Covid-19 process. Journal of National Education, 49(1), 273-292. doi: https://doi.org/10.37669/milliegitim.775620
  • DSÖ. (2020a). Coronavirusdisease (COVID-19) pandemic. Retrieved April 20, 2021, from https://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-19/novelcoronavirus-2019-ncov
  • Eken, Ö., Tosun, N. and Tuzcu Eken, D. (2020). Urgent and compulsory move to distance education upon Covid-19: A general evaluation. Journal of National Education, 49(Special Issue 1), 113-128. doi: 10.37669/milliegitim.780722
  • Ferri, F., Grifoni, P., and Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86; https://doi.org/10.3390/soc10040086
  • Galusha, J. M. (1998). Barriers to learning in distance education. http://jscarcella.academic.csusb.edu/E-Text_Shea/She504/Assignments/WR3_DL_barriers.htm
  • Garrison, R. (2000). Theoreticalchallengesfordistanceeducation in the 21st Century: A shiftfromstructuraltotransactionalissues. The International Review of Research in Open and Distributed Learning, 1(1). doi: https://doi.org/10.19173/irrodl.v1i1.2
  • Gençoğlu, C. and Çiftçi, M. (2020). Education during Covid-19 pandemic: A analysis on Turkey. Journal of History School, (46), 1648-1673. doi: 10.29228/joh.44212
  • Gülbahar, Y., and Kalelioğlu, F. (2015). Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology, 2015, 6(2), 140-154
  • Halitoğlu, V. (2021). Attitudes of student teachers towards distance education within the context of Covid-19 pandemic. International Journal of Curriculum and Instruction (Special Issue), 13(1), 816-838.
  • Hidayat, W. N., Suswanto, H., Kristanto, C. W., Wardhani, A. P., Hamdan, A. & Sari, R. K. (2020, September). Theeffectiveness of interactivedigitalevaluationtrainingforimprovingteacherskills in the Covid19 Pandemicperiod. IEEE 4th International Conference on VocationalEducation and Training (ICOVET), Malang-Indonesia.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause, Retrieved May 8, 2021, from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
  • Hongmei, L. (2002, March). Distanceeducation: Pros, consandthefuture. TheInstructionalDivision WSCA Annual Conference, LongBeach-California.
  • Isman, A., Altınay, Z. and Altınay, F. (2004). Roles of the students and teachers in distance education. Turkish Online Journal of Distance Education, 5(4).
  • Kalelioğlu, F., Atan, A. and Çetin Ç. (2016). Experiences of instructors and learners in a virtual classroom environment. Mersin University Journal of the Faculty of Education, 12(2), 555-568. doi: http://dx.doi.org/10.17860/efd.34388
  • Kara, M., and Yıldırım, Z. (2020). Identification of the optimal faculty behaviors for performance improvement in distance education. Asia Pacific Education Review volüme 21, pages 83–97
  • Kara, M., Erdoğdu, F., Kokoç, M., and Cagiltay, K. (2019). Challenges Faced by Adult Learners in Online Distance Education: A Literature Review. Open Praxis, 11(1), 5–22. DOI: http://doi.org/10.5944/openpraxis.11.1.929
  • Kılıç Çakmak, E. and Gök, B. (2020). The perception of distance education faculty members regarding distance education. Kastamonu Education Journal, 28(5), 1915-1931. doi: 10.24106/kefdergi.3914
  • Kocayiğit, A. and Uşun, S. (2020). Attitudes of teachers working in schools affiliated to Ministry of National Education towards distance education (example of Burdur Province). International Journal of Euroasian Research, 8(23), 285-299. doi: 10.33692/avrasyad.662503
  • Koç, E. S. (2021). What kind of distance education? An evaluation of the studies done at the end of 1 year. International Anatolia Academic Online Social Sciences Journal, 7(2), 13-26.
  • Kurnaz, A., Kaynar, H., Şentürk Barışık, C. and Doğrukök, B. (2020). Teachers’ views on distance learning. Journal of National Education, 49(1), 293-322. doi: https://doi.org/10.37669/milliegitim.787959
  • Lynn, M. R. (1986). Determinationandquantification of contentvalidity. NursingResearch, 35(6), 382-385. doi:https://doi.org/10.1097/00006199-198611000-00017
  • Marek, M. W., Wu, W-C. V. and Chew, C. S. (2021). Teacher experiences in converting classes to distance learning in the Covid-19 pandemic. International Journal of Distance Education Technologies, 19(1). doi: 10.4018/IJDET.20210101.oa3
  • Mbunge, E., Akinnuwesi, B., Fashoto, S. G., Metfula, A. S., and Mashwama, P. (2020). A critical review of emerging technologies for tackling the Covid-19 pandemic. Human Behavior and Emerging Technologies, 3(1), 25-39. doi: 10.1002/hbe2.237
  • Nerse, S. (2020). Inequalities in digital education: Rural-urban and socioeconomic differences. TheJournal of Humanity and Society. doi:10.12658/M0548
  • OECD. (2020). Educationresponsesto COVID-19: Embracingdigitallearningand online collaboration. OECD PolicyResponsestoCoronavirus (COVID-19). Retrieved April 2, 2021, from https://www.oecd.org/coronavirus/policy-responses/education-responses-to-covid-19-embracing-digital-learning-and-online-collaboration-d75eb0e8/
  • Osborne, J. W., Costello, A. B., &Kellow, J. T. (2014). Best practices in exploratoryfactoranalysis. J. W. Osborne (Ed.). Louisville, KY: CreateSpaceIndependent Publishing Platform.
  • Pradas, S. I., Garcia, A. H., Pelaez, J. C. and Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. ELSEVIER, 119. doi: https://doi.org/10.1016/j.chb.2021.106713
  • Rice, M. F., Lowenthal, P. R. and Woodley, X. (2020). Distance education across critical theoretical landscapes: touchstones for quality research and teaching. Distance Education, 41(3), 319-325 doi: 10.1080/01587919.2020.1790091
  • Schleicher, A. (2020). Theimpact of Covid-19 on education – insightsfromeducation at a glance 2020. OECD.
  • Sezgin, S. and Fırat, M. (2020). COVID-19 pandemisinde uzaktan eğitime geçiş ve dijital uçurum tehlikesi [Transition to distance education and risk of dijital divide in the COVID-19 pandemic]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Open Education Programs and Researches], 6(4), 37-54.
  • Sezgin, S. (2021). Analysis of the emergency remote education process: Featured terms, problems and lessons learned. Anadolu University Journal of Social Sciences, 21(1), 273-296. doi: https://doi.org/10.18037/ausbd.902616
  • Turkish Language Association. (2021). Türk Dil Kurumu Sözlükleri [Turkish Language Association dictionaries]. Access address: https://sozluk.gov.tr/
  • Trust, T. andWhalen, J. (2020). Shouldteachers be trained in emergencyremoteteaching? Lessonslearnedfromthe COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
  • Turgut Y. E. and Kurşun, E. (2019). Mobil internet experiences of Turkish children in the contexts of access, use and activities. Educational Technology Theory and Practice, 9(2), 349-371.
  • UNESCO. (2020a). COVID-19 Education: Fromdisruptiontorecovery. Retrieved March 20, 2021, from https://en.unesco.org/covid19/educationresponse
  • UNESCO. (2020b). NationalEducationResponsesto COVID-19: Summaryreport of UNESCO's online survey. Retrieved March 20, 2021, from https://unesdoc.unesco.org/ark:/48223/pf0000373322
  • Valentine, D. (2002). Distancelearning: Promises, problems, andpossibilities. Online Journal of Distance Learning Administration, 5(3).
  • Yildiz, E. P., Çengel, M. and Alkan, A. (2021). Attitude scale regarding the use of distance education environments in the pandemic process. International Journal of Society Researches, 17(33), 1-22.
  • Zan, N. and Zan, B. U. (2020). Education in emergency at Coronavirus: Overview of faculty of letters students included to distance education system from different regions of Turkey. TurkishStudies, 15(4), 1367-1394. doi: https://dx.doi.org/10.7827/TurkishStudies.44365
Year 2023, Volume: 5 Issue: 1, 88 - 110, 30.06.2023
https://doi.org/10.51535/tell.1229312

Abstract

References

  • Allen, I. E. &Seaman, J. (2017). Digital learningcompass: Distanceeducationenrollmentreport 2017. U.S.: BabsonSurveyResearchGroup.
  • Altunçekiç, A. (2021). Distanceeducation: Student, teacher, technology, studentinstutionandpedagogy. Gazi University Journal of Kırşehir Education Faculty, 22(1), 417-443. doi:10.29299/kefad.881870
  • Anderson, T. andDron, J. (2011). Three generations of distanceeducationpedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80–97. doi: https://doi.org/10.19173/irrodl.v12i3.890
  • Anderson, T. andRivera-Vargas, P. (2020).A critical look at educational technology from a distance education perspective. Digital Education Review,(37).
  • Baran, E., Correia, A., and Thompson, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education. 32:3, 421-439, DOI: 10.1080/01587919.2011.610293
  • Bozkurt, A. andSharma, R. C. (2020). Emergencyremoteteaching in a time of global crisisduetoCoronaViruspandemic. AsianJournal of DistanceEducation, 15(1), 1-6. doi: 10.5281/zenodo.3778083
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. and Demirel, F. (2017). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Pegem Atıf İndeksi [Pegem Citation Index], 1-360.
  • Büyüköztürk, Ş. (2018). Data Analysis Handbook for Social Sciences. Pegem Atıf İndeksi [Pegem Citation Index], 001-214.
  • Brown, J. D. (2002). The Cronbach alphareliabilityestimate. JALT Testing& Evaluation SIG Newsletter, 6(1), 17-18.
  • Canpolat, U. and Yıldırım, Y. (2021). Examining the distance education experiences of secondary school teachers in the COVID-19 outbreak process. Açıköğretim Uygulamaları ve Araştırmaları Dergisi-AUAd [Journal of Open Education Programs and Researches], 7(1), 74-109 . Creswell, J. W. (2017). Nitel ve nicel yaklaşımları kullanarak araştırma yürütme süreci [Research process by using quantitative and qualitative approaches]. C. Robb, K. Mason and H. Ekşi (Eds.), Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi [Educational researches: Planning, implementation and evaluation of quantitative and qualitative researches] (pp. 16-21). İstanbul: EDAM.
  • Demir, F. and Özdaş, F. (2020). Examining teachers’ opinions related to distance education in the Covid-19 process. Journal of National Education, 49(1), 273-292. doi: https://doi.org/10.37669/milliegitim.775620
  • DSÖ. (2020a). Coronavirusdisease (COVID-19) pandemic. Retrieved April 20, 2021, from https://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-19/novelcoronavirus-2019-ncov
  • Eken, Ö., Tosun, N. and Tuzcu Eken, D. (2020). Urgent and compulsory move to distance education upon Covid-19: A general evaluation. Journal of National Education, 49(Special Issue 1), 113-128. doi: 10.37669/milliegitim.780722
  • Ferri, F., Grifoni, P., and Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86; https://doi.org/10.3390/soc10040086
  • Galusha, J. M. (1998). Barriers to learning in distance education. http://jscarcella.academic.csusb.edu/E-Text_Shea/She504/Assignments/WR3_DL_barriers.htm
  • Garrison, R. (2000). Theoreticalchallengesfordistanceeducation in the 21st Century: A shiftfromstructuraltotransactionalissues. The International Review of Research in Open and Distributed Learning, 1(1). doi: https://doi.org/10.19173/irrodl.v1i1.2
  • Gençoğlu, C. and Çiftçi, M. (2020). Education during Covid-19 pandemic: A analysis on Turkey. Journal of History School, (46), 1648-1673. doi: 10.29228/joh.44212
  • Gülbahar, Y., and Kalelioğlu, F. (2015). Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology, 2015, 6(2), 140-154
  • Halitoğlu, V. (2021). Attitudes of student teachers towards distance education within the context of Covid-19 pandemic. International Journal of Curriculum and Instruction (Special Issue), 13(1), 816-838.
  • Hidayat, W. N., Suswanto, H., Kristanto, C. W., Wardhani, A. P., Hamdan, A. & Sari, R. K. (2020, September). Theeffectiveness of interactivedigitalevaluationtrainingforimprovingteacherskills in the Covid19 Pandemicperiod. IEEE 4th International Conference on VocationalEducation and Training (ICOVET), Malang-Indonesia.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause, Retrieved May 8, 2021, from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
  • Hongmei, L. (2002, March). Distanceeducation: Pros, consandthefuture. TheInstructionalDivision WSCA Annual Conference, LongBeach-California.
  • Isman, A., Altınay, Z. and Altınay, F. (2004). Roles of the students and teachers in distance education. Turkish Online Journal of Distance Education, 5(4).
  • Kalelioğlu, F., Atan, A. and Çetin Ç. (2016). Experiences of instructors and learners in a virtual classroom environment. Mersin University Journal of the Faculty of Education, 12(2), 555-568. doi: http://dx.doi.org/10.17860/efd.34388
  • Kara, M., and Yıldırım, Z. (2020). Identification of the optimal faculty behaviors for performance improvement in distance education. Asia Pacific Education Review volüme 21, pages 83–97
  • Kara, M., Erdoğdu, F., Kokoç, M., and Cagiltay, K. (2019). Challenges Faced by Adult Learners in Online Distance Education: A Literature Review. Open Praxis, 11(1), 5–22. DOI: http://doi.org/10.5944/openpraxis.11.1.929
  • Kılıç Çakmak, E. and Gök, B. (2020). The perception of distance education faculty members regarding distance education. Kastamonu Education Journal, 28(5), 1915-1931. doi: 10.24106/kefdergi.3914
  • Kocayiğit, A. and Uşun, S. (2020). Attitudes of teachers working in schools affiliated to Ministry of National Education towards distance education (example of Burdur Province). International Journal of Euroasian Research, 8(23), 285-299. doi: 10.33692/avrasyad.662503
  • Koç, E. S. (2021). What kind of distance education? An evaluation of the studies done at the end of 1 year. International Anatolia Academic Online Social Sciences Journal, 7(2), 13-26.
  • Kurnaz, A., Kaynar, H., Şentürk Barışık, C. and Doğrukök, B. (2020). Teachers’ views on distance learning. Journal of National Education, 49(1), 293-322. doi: https://doi.org/10.37669/milliegitim.787959
  • Lynn, M. R. (1986). Determinationandquantification of contentvalidity. NursingResearch, 35(6), 382-385. doi:https://doi.org/10.1097/00006199-198611000-00017
  • Marek, M. W., Wu, W-C. V. and Chew, C. S. (2021). Teacher experiences in converting classes to distance learning in the Covid-19 pandemic. International Journal of Distance Education Technologies, 19(1). doi: 10.4018/IJDET.20210101.oa3
  • Mbunge, E., Akinnuwesi, B., Fashoto, S. G., Metfula, A. S., and Mashwama, P. (2020). A critical review of emerging technologies for tackling the Covid-19 pandemic. Human Behavior and Emerging Technologies, 3(1), 25-39. doi: 10.1002/hbe2.237
  • Nerse, S. (2020). Inequalities in digital education: Rural-urban and socioeconomic differences. TheJournal of Humanity and Society. doi:10.12658/M0548
  • OECD. (2020). Educationresponsesto COVID-19: Embracingdigitallearningand online collaboration. OECD PolicyResponsestoCoronavirus (COVID-19). Retrieved April 2, 2021, from https://www.oecd.org/coronavirus/policy-responses/education-responses-to-covid-19-embracing-digital-learning-and-online-collaboration-d75eb0e8/
  • Osborne, J. W., Costello, A. B., &Kellow, J. T. (2014). Best practices in exploratoryfactoranalysis. J. W. Osborne (Ed.). Louisville, KY: CreateSpaceIndependent Publishing Platform.
  • Pradas, S. I., Garcia, A. H., Pelaez, J. C. and Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. ELSEVIER, 119. doi: https://doi.org/10.1016/j.chb.2021.106713
  • Rice, M. F., Lowenthal, P. R. and Woodley, X. (2020). Distance education across critical theoretical landscapes: touchstones for quality research and teaching. Distance Education, 41(3), 319-325 doi: 10.1080/01587919.2020.1790091
  • Schleicher, A. (2020). Theimpact of Covid-19 on education – insightsfromeducation at a glance 2020. OECD.
  • Sezgin, S. and Fırat, M. (2020). COVID-19 pandemisinde uzaktan eğitime geçiş ve dijital uçurum tehlikesi [Transition to distance education and risk of dijital divide in the COVID-19 pandemic]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Open Education Programs and Researches], 6(4), 37-54.
  • Sezgin, S. (2021). Analysis of the emergency remote education process: Featured terms, problems and lessons learned. Anadolu University Journal of Social Sciences, 21(1), 273-296. doi: https://doi.org/10.18037/ausbd.902616
  • Turkish Language Association. (2021). Türk Dil Kurumu Sözlükleri [Turkish Language Association dictionaries]. Access address: https://sozluk.gov.tr/
  • Trust, T. andWhalen, J. (2020). Shouldteachers be trained in emergencyremoteteaching? Lessonslearnedfromthe COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
  • Turgut Y. E. and Kurşun, E. (2019). Mobil internet experiences of Turkish children in the contexts of access, use and activities. Educational Technology Theory and Practice, 9(2), 349-371.
  • UNESCO. (2020a). COVID-19 Education: Fromdisruptiontorecovery. Retrieved March 20, 2021, from https://en.unesco.org/covid19/educationresponse
  • UNESCO. (2020b). NationalEducationResponsesto COVID-19: Summaryreport of UNESCO's online survey. Retrieved March 20, 2021, from https://unesdoc.unesco.org/ark:/48223/pf0000373322
  • Valentine, D. (2002). Distancelearning: Promises, problems, andpossibilities. Online Journal of Distance Learning Administration, 5(3).
  • Yildiz, E. P., Çengel, M. and Alkan, A. (2021). Attitude scale regarding the use of distance education environments in the pandemic process. International Journal of Society Researches, 17(33), 1-22.
  • Zan, N. and Zan, B. U. (2020). Education in emergency at Coronavirus: Overview of faculty of letters students included to distance education system from different regions of Turkey. TurkishStudies, 15(4), 1367-1394. doi: https://dx.doi.org/10.7827/TurkishStudies.44365
There are 49 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Merve Özdemir 0000-0001-7936-0292

Özgen Korkmaz 0000-0003-4359-5692

Early Pub Date June 22, 2023
Publication Date June 30, 2023
Acceptance Date March 3, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Özdemir, M., & Korkmaz, Ö. (2023). Challenges Faced by Teachers during the Covid-19 Pandemic. Journal of Teacher Education and Lifelong Learning, 5(1), 88-110. https://doi.org/10.51535/tell.1229312

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