The Degree of Practicing Distance Learning Competencies by Public School Teachers and the Obstacles to Their Practice from Their Point of View

Abstract

Objectives: This study aimed to identify the degree to which public school teachers practice distance learning competencies and the obstacles to their practice from their point of view.Methodology: To achieve the study's objectives, a descriptive analytical approach was used. This approach is based on a set of research procedures that depend on collecting facts and data, classifying, processing, and analyzing them in a sufficient and accurate manner to extract their significance and reach results or generalizations about the phenomenon under study. Results: The results showed that the overall average degree of practicing distance learning competencies by public school teachers in the West Bank was 2.84, with a standard deviation of 0.79, indicating a medium degree of practice. The degree of obstacles to the practice of distance learning competencies by public school teachers in Palestine was 3.44, with a standard deviation of 0.69, indicating a medium degree. There were no statistically significant differences in the degree of practicing distance learning competencies attributed to the variables of gender, specialization, and courses in the field of technology. However, there were statistically significant differences attributed to the educational qualification variable in favor of higher studies. There were no statistically significant differences in the degree of obstacles to practicing distance learning competencies attributed to the variables of gender, specialization, and educational qualification. However, there were statistically significant differences attributed to the variable of courses in the field of technology in favor of those who did not receive them. Conclusion :In light of these results, it is recommended to continue holding the necessity of implementing special courses for teachers to train them on how to design computerized programs and lessons and employ open learning resources.

Keywords: distance learning, school teachers, obstacles.