The main purpose of this research is to examine how teacher-student communication is affected during the pandemic process, according to teacher views. It has been researched how teachers perform their teaching activities during the pandemic process, the nature of teacher-student communication and how educational activities can be made more effective. Case study, one of the qualitative research methods, was used. Interviews were conducted with 14 teachers using the snowball sampling method and a semi-structured interview form consisting of seven questions prepared by the researchers. While the situation in question was the teaching activities carried out during the pandemic process, real-life situations were limited to the schools where data was collected. The data were analyzed through inductive content and descriptive analysis. The findings show that the majority of secondary school students cannot participate in educational activities held in online environments due to lack of equipment, poor internet connection, and lack of suitable working environment. Some of the students who attended the course experienced a lack of motivation due to similar problems. The findings revealed that the prerequisites for teacher-student communication and therefore access to education during the pandemic process are technological equipment, internet connection, and a suitable physical environment for attending classes. Participants stated that this situation deepens the educational inequality even more. In order to eliminate this inequality, it is recommended to take steps to eliminate the deficiencies in coordination with the school administration, parents and class counselors.

Students-teacher communication, pandemic, secondary-school teacher