Kindergarten Teachers' Attitudes Towards Distance Learning for Children in Light  of some Variables

Hanan Obaidullah  Assaf; Abdul Raouf Hamid  Al Yamani

doi:10.35516/edu.v49i4.3338

Authors

Hanan Obaidullah Assaf Researcher, Al-Isra Private University, Jordan https://orcid.org/0000-0001-9308-8731
Abdul Raouf Hamid Al Yamani Department of Educational Psychology, Al-Isra Private University, Jordan. https://orcid.org/0000-0001-9308-8731

DOI:

https://doi.org/10.35516/edu.v49i4.3338

Keywords:

Directions, kindergarten teachers, children, distance learning

Abstract

Objectives: This study aimed to identify the attitudes of kindergarten teachers towards distance learning for children in the light of some variables.

Methods: The survey descriptive approach was followed, and in order to answer the study questions, a scale of kindergarten teachers' attitudes towards distance learning of children was prepared, which amounted to (46) items divided into three areas: teaching (implementation - evaluation), communication, and technology. An accessible sample of (approximately 30%) of (346) private kindergarten teachers in schools affiliated to the Amman Metropolitan governorate was selected during the academic year 2020/2021.

Results: The level of kindergarten teachers' attitudes towards distance learning for children in private schools was average in all areas of the study scale. and there were no statistically significant differences for kindergarten teachers' attitudes towards distance learning of children in private schools according to the educational qualification variable, and there were significant differences due to the variable Computer courses are in favor of two courses or more, and there are statistically significant differences according to the variable number of years of experience in favor of more than 10 years of experience.

Conclusions: Pay close attention to the paragraphs in which the trends of the parameters are medium and low.

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