Science and Math Teachers’ Satisfaction Level towards the Electronic Educational Supervision

Abstract

The study aimed to identify the satisfaction level of Jordanian science and mathematics teachers toward electronic educational supervision and their relationship with educational supervisors. The study population included all Jordanian teachers of science and mathematics. The sample size of the study was 184 male and female teachers. The data was collected using a questionnaire that the researchers built and ensured its validity and reliability, and then published it to the study community electronically according to the snowball method. The study concluded that the average level of Jordanian science and mathematics teachers’ satisfaction with electronic supervision and their relationship with educational supervisors was within the middle category. The results indicated statistically significant differences in the satisfaction of Jordanian science and mathematics teachers with the educational supervisors of the school type in favor of private schools. The results did not indicate statistically significant differences in the level of Jordanian teachers’ satisfaction with the electronic supervision of the rest of the study variables (the teacher’s gender, the number of years of experience, and the teacher’s possession of technical skills). Accordingly, the study reached several recommendations: maintaining a culture that fosters distance learning by promoting mechanisms for the use of technology in teaching, learning, and supervision at the course level or at the school level annually.