“I didn’t have high expectations so I wasn’t… really disappointed”

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Abstract
To understand changes in education caused by the transition to distance education, we utilize sociological concepts such as Turner’s concept of social dynamics to theoretically place changed relationships between individuals, institutions, and the social system, and we use various concepts of capital in understanding activation of teachers’ capital and resources. Primary research objectives were to analyze (a) institutional support to teachers from their perspective and (b) the capital and resources teachers had to activate during distance education. Interviews with 32 teachers from Croatia were conducted in 2020 and deductive thematic analysis was applied. Results indicate that the adjustment from teachers’ perspective relied mostly on their direct work with students and activation of personal and professional capital and resources, while institutional support was of secondary importance. Themes related to the institutional support indicate a mix of positive and negative experiences with negative experiences more pronounced regarding the national level support. Social capital and the exchange of experiences with colleagues are highlighted in comparison to the national‑level institutional support which aligns with Turner’s analysis of social dynamics.

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