Obstacles to Applying E-Learning in The Schools of The South Hebron Education Directorate from The Point of View of School Principals

Abstract

The study aims at investigating obstacles of implementing E-learning in schools of Southern Hebron Directorate of Education as perceived by head teachers. It also aims at recognizing the effect of some variables (gender, specialization and academic qualification) as appeared in head teachers’ responses. The researcher used the descriptive analytical method as it suits this kind of studies. The sample of the study consisted of 467 male and female head teachers out of 192 with a percentage of approximately 87%. A five-domain questionnaire was constructed as a tool of the study. The questionnaire was divided into five domains (obstacles related to teachers, funding and infrastructure, system and school management, society and finally obstacles related to curriculum). Guaranteeing reliability and validity, the researcher used SPSS package having the following results: The most significant obstacles were related to funding and infrastructure with a mean of (4.04) followed by the obstacles related to teachers with a mean of (3.91). The least important obstacles were those related to system and school management with a mean of (2.90). There were no statistically significant differences at level (α=0.05) as appeared in head teachers’ responses attributed to gender, academic qualification and years of experience. There were statistically significant differences at level (α=0.05) as appeared in head teachers’ responses attributed to academic qualification of teachers. Upon completing this study, the researcher concluded many recommendations. Some of which are funding E-learning projects by the Ministry of Education, strengthening the infrastructures at schools and helping teachers to be competent in using E-learning technologies in classes.