Abstract
This study aimed to identify the attitudes of public school teachers in the State of Kuwait at various educational stages towards the experience of distance education during the COVID-19 pandemic. The descriptive approach was applied; a questionnaire consisting of four dimensions was developed to measure teachers’ attitudes towards distance education. The study sample consisted of 1028 teachers of various disciplines at all levels of education in public schools in the State of Kuwait. The results indicated that teachers had a higher degree of positive attitudes towards the distance education experience. The results also showed that there were statistically significant differences between the study sample members due to each of the following variables: the educational district and the educational stage.The results did not show statistically significant differences due to the gender variable. Additionally, the results did not show the existence of statistically significant differences due to the variable years of experience on the total degree and dimensions of scale, except for the dimension “student assessment through distance learning using the TEAMS Program” attributed to the experience category (1–5 years).
Highlights
Distance education has become an urgent necessity, especially during the coronavirus pandemic
The results showed that the views of school principals about the reality of distance education during the coronavirus pandemic came to a medium degree
The results found that teachers had positive attitudes towards e-learning during the coronavirus pandemic
Summary
Distance education has become an urgent necessity, especially during the coronavirus pandemic. There is no doubt that this unconventional concept has contributed to changing the image of traditional direct education to a new image in which the teacher is separated from the learner and the learner is separated from the school environment and in which there is total dependence on technology and the internet to obtain information. In this modern educational process, teachers have had to use various digital tools and resources to solve problems as well as use new methods and means of teaching (Eickelmann & Gerick, 2020)
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