Covid-19 Pandemi sürecinde Yabancı Dil Öğretmenleri Arasında Öz-Dirençlik, Öz-Düzenleme ve Öğretmenlik Deneyimi Arasındaki İlişkinin İncelenmesi

Abstract

Teachers are one of the most important factors in the success of any educational institution. Many things may be done to create an atmosphere favorable to good teaching, but ultimately, it is the teachers who determine the success of a program, especially on atypical days like Covid-19 period. There is no exception to the fact that language teachers play a key part in the effective learning of a language, which cannot be overlooked. In countries such as Turkey, where language acquisition happens mostly in formal classroom settings and where teachers, as the major source of language input to students, have a direct influence on their learning, the connection between teachers and students must be given considerable attention. Therefore, the goal of this study was to evaluate the relationship between self-resilience and self-regulation, as well as self-resilience and teaching experience, with a focus on the pandemic period when certain courses were not yet offered face-to-face. Sixty language instructors were chosen as participants for this purpose. Two questionnaires were used to obtain answers from participants: the Effective Language Teacher (ELT) and the Teacher Self-Regulation Scale. As the first step in data analysis, the Kolmogorov-Smirnov test was used to determine the kind of variable distribution. The Pearson correlation test was then utilized to investigate the study hypotheses in order to determine whether or not they were supported. These experiments confirmed the relationship between self-resilience and self-regulation and also a link between self-resilience and teaching experience was identified. Female teachers reported better levels of self-regulation than their male colleagues.