AN EDUCATIONAL POLICY CHANGE: THE CONFLICTS IN SCHOOLS IN THE PROCESS OF ONLINE EDUCATION

Abstract

The online education process has caused conflicts between school administrators and teachers because it is a new situation and the need to adapt to this new situation quickly. This study aims to examine the teacher-administrator conflicts experienced in schools in the online learning process according to the opinions of teachers. In line with this purpose, the researchers have been sought answers to these questions; “What is the role of school administrators in the online learning process?”, “What are the conflicts that teachers have with school administrators in the process of online learning?”, “How do conflicts between teacher and administrator affect the teaching process in the online learning process?”, “What are the proposals to resolve these conflicts in the online learning process?". The working group of the study consists of 12 secondary school teachers who applied online education in Manisa province during the 2020-2021 academic year, selected by the criterion sampling method. In the research, the phenomenological method was used as one of the qualitative research designs. A semi-structured interview form was used in the data collection process. The collected data were interpreted using the content analysis method and supported by one-to-one quotations from the participants. According to the research findings; it has been determined that the school administrator has roles as a planner, supervisor, and informer in the online education process. The findings revealed that conflicts have arisen due to reasons such as lack of communication, lack of empathy, wrong management style, and inability to adapt to the process in the online education process. The reflection of these conflicts in the teaching process was in the form of lack of motivation, fatigue, and inefficiency. Teachers' suggestions for solutions to the conflicts experienced in this process include effective communication by school administrators, improving their digital age skills, increasing cooperation, and developing effective organizational skills.