The degree of e-learning in public school In the northern governorates and their relationship to the professional development of teachers from the point of Principals

Abstract

This study aimed at the degree of employment of e-learning in public schools in the northern governorates and its relationship to the professional development of teachers from the point of view of principals, and to identify the level of professional development of teachers in public schools from the point of view of government school principals in the governorates, to identify the role of variables: (gender, And experiences in vocational education and training in government schools in the northern governorates, and identification, experiences, experiences, experiences, experiences, experiences, global, global, school, and global) on the responses of principals. Public schools in the level of professional development of teachers in public schools in the northern governorates, In order to achieve the objectives of the study, the researcher used the descriptive correlative approach through the study tool, the questionnaire. The community in this study consisted of all public school principals, numbering (440) principals and principals, according to the statistics of the Ministry of Education for the academic year (2021-2022), and a sample of (221) principals. and director, and it was statistically analyzed using the Statistical Package for Social Sciences (SPSS) program. The results of the study showed that the degree of e-learning employment in government schools and the level of professional development for teachers was high, and the results showed that there is a (strong) statistically significant correlation relationship at the significance level (α≤ .05) between the degree of e-learning employment and the professional development of teachers in Public schools in Palestine, and there are no differences in the degree of e-learning employment in public schools due to the variable (gender and educational qualification), and there are differences in the years of experience variable, and the differences are in favor of less than (5) years and from (5-10) years, and there are differences In the variable (stage), the differences were in favor of the basic stage, and in the district variable, they were in favor of the Ramallah and Al-Bireh district There are differences towards the level of professional development for teachers due to the variable (gender) and the differences were in favor of females, in the variable of academic qualification and in favor of the bachelor’s degree, and in the variable of the academic stage and in favor of the basic stage, there were no differences in the variable of years of experience and the directorate, and the study recommended several recommendations, the most important of which are:Training school principals and teachers, especially new ones, on e-learning skills, providing infrastructure in schools with the Internet, and providing teachers with computers to enable them to employ e-learning strategies.