Attitudes of Primary Education Teachers Towards Managing Blended Education Programs, and Obstacles to their Implementation in the Northern Governorates from Teachers’ Perspective

Abstract

The study aims to identify the attitudes of primary government school teachers towards managing blended education programs and the obstacles to their implementation in the northern governorates, and the differences of each according to the variables: (gender, educational qualification, years of experience, and directorate). To achieve the objectives of the study, the researcher have used quantitative and qualitative analytical descriptive method, and collected data from a random sample of 357 primary school teachers from public schools in the northern governorates who answered the questionnaire, and a sample of (20) teachers who has been interviewed individually. The results of the study show that the level of managing blended education programs for teachers of primary public schools in the northern governorates is average, as the arithmetic average reaches (3.32). The results of the interview show that 50% of teachers agree that blended education develops higher-order thinking skills, and 50% of them say that blended education does not present new ideas. On the other hand, the level of obstacles facing the implementation of managing blended education programs is high, as the arithmetic average reaches (3.94). Meanwhile, the results of the interview show that 90% of teachers agree that the lack of internet networks and devices leads the students to miss their classes. In addition, the results of the study show that there are no statistically significant differences in the averages of managing blended education programs according to the variables (gender, educational qualification, years of experience, and directorate). The results also indicate that there are no statistically significant differences in the averages of obstacles facing the implementation of managing blended education programs according to: (gender, educational qualification, years of experience, and directorate). In light of the results of the study, the researcher recommends the importance of providing the necessary infrastructure to work on preparing and designing blended education programmes, and the need to develop teachers’ technological and technical skills and encourage them to use technology and computerized classes throughout the educational process constantly, as well as educating students’ parents about the positive impact of blended education regard their children's learning achievements.