The extent to which teachers of social curriculum at the intermediate stage possess e-learning skills

Abstract

This research aimed at identifying the level of possessing e-learning skills by teachers of social curriculum at the intermediate stage. The researchers adopted the descriptive approach. The research sample consisted of (400) teachers of social curriculum at the intermediate school. The research tool was a questionnaire about (40) items distributed to three fields, namely, computer skills, skills of using the internet, and skills of managing the virtual classes. The results showed that the research sample had a high level of e-learning skills. Moreover, there were statistically significant differences in relation to the gender variable in favor of males, statistically significant differences in the experience variable in favor of teachers who had teaching experience ranging from 3 to 10 years, and statistically significant differences in the scientific qualification variable in favor of master's degree holders. The researchers proposed a number of recommendations and suggestions in the light of the research results.