Turkish Teachers’ Attitudes Towards Distance Learning During the Covid-19 Pandemic

All schools in Turkey have switched to distance learning since the onset of pandemic. This paper investigated Turkish teachers’ attitudes towards based on different variables. study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted 292 teachers. stage involved teachers, while ten Data were collected using demographic characteristics questionnaire Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, standard deviation used for analysis. A t-test was determine whether participants’ differed “gender” “degree.” An ANOVA “work experience” “knowledge experience learning.” Mann-Whitney U test “school type.” Scheffe’s Test make posthoc comparisons source significant differences. Qualitative through focus group interviews semi-structured interview form (n=10). analyzed content results showed that participants had positive some aspects learning, whereas they negative others. Their DLAS scores significantly type,” experience,” learning” but not