Effects of the teachers’ personality traits and job satisfaction on their attitude towards distance learning in Turkey

Abstract

Objective The COVID-19 pandemic caused an alteration in many industries. The utilization of distance learning opportunities has rapidly increased. In this study, we aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitude towards distance learning and the relationship among these factors. Method This cross-sectional study was applied through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of studies attended the research. The data was collected via Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). Results When the total points from the attitude scale towards distance learning scale are compared, there is no significant difference in gender, branch, institution, and working at the weekends; but age, educational background, having a child and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Conclusion Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers’ income should be considered an essential factor. The reasons for the fact that teachers still prefer face-to-face education should be investigated. Physical condition sufficiency can be considered related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.