Difficulties Facing Computer Teachers in Supporting Blended Learning from their Own Perspective

Abstract

The study aimed to identify the difficulties faced by computer teachers in supporting blended learning from their point of view. It followed the descriptive survey method . The sample of the study consisted of (98) male and female teachers in the Directorate of Education , Amman Qasabah District  Jordan. To achieve the objectives of the study, a questionnaire consisting of (29) items was developed, distributed over four areas: Infrastructure difficulties, and dealing with teachers, evaluation process difficulties, and difficulties in teaching and classroom management . The results showed that the level of difficulties faced by computer teachers in supporting blended education in general is high in the areas of the questionnaire and the total score, with the exception of the field (dealing with teachers), which was average. In addition, the results showed that there were no statistically significant differences between the arithmetic averages of the responses of the study sample in the difficulties faced by computer teachers according to the variables (sex, the teacher's educational level, educational qualification, experience) in all domains and the total score. In light of the results of the study, the researchers presented a set of recommendations, most notably: Considering the capacity of computer laboratories and infrastructure because of their remarkable importance in delivering information to students, and the need to reduce the difficulties facing computer teachers in government