Perceptions of Educational Administrators About Teaching Online in Saudi Arabia
Abstract
The purpose of this study was to determine educational leaders’ perceptions of online teaching. This study was conducted in Saudi public schools in the city of Bisha. The purpose of the current study was to reveal the reality of the requirements of online teaching and to identify the gaps that would hinder the employment of teaching via the Internet. The study also aimed to try to develop guidelines that help educational leaders to employ and use online teaching in Saudi public schools. This study analyzed seven educational leaders’ interviews, a pre-interview survey was conducted to determine overall positive or negative perceptions of students’ online teaching options and educational leaders was purposefully selected to represent a range of perceptions. Among the major findings, Online teaching options provided an interactive learning environment and contributed to the development of the student’s thinking. Factors related to online teaching included encouraging educational leaders and teachers to employ and implement online teaching, integrating technology into education, and providing them with support. The continuity of online teaching is linked to the Madrasati platform. And there were many obstacles that stood in the way of online teaching, such as the difficulty of using computerized software for teaching online. In addition to the lack of guidelines for leaders, teachers, and students on utilizing technology. The study recommended the development of a practical strategy to reduce the obstacles facing the application of online teaching in public education schools in the Kingdom of Saudi Arabia.
Subject Area
Educational leadership|Educational administration|Educational technology
Recommended Citation
Mudi M Albishi,
"Perceptions of Educational Administrators About Teaching Online in Saudi Arabia"
(2023).
ETD Collection for Tennessee State University.
Paper AAI30687874.
https://digitalscholarship.tnstate.edu/dissertations/AAI30687874