مدى امتلاك معلمي الحاسوب كفايات التعلم الإلكتروني في مدارس مشروع جلالة الملك حمد بمملكة البحرين

Abstract EN

This study aimed at revealing the extent of acquiring computer teachers’ e-learning competencies in the schools of King Hamad’s Project in light of gender, teaching experience, and job title.

In order to achieve the objectives of the study, a questionnaire consisted of (52) items comprised five domains was designed.

Validity and reliability were ensured.

The sample of the study consisted of (160) teachers; males and females.

The findings of the study showed that there was a large degree in demonstrating e-learning competencies; from the computer teachers’ view point.

Moreover, the results indicated that there were no statistical significant differences attributed to gender on the five domains as well as on the questionnaire as a whole.

Yet, statistical significant differences were noted due to the impact of teaching experience through all domains except in the domains of “the ability to manage e-learning” and “the ability to evaluate”, in favor for ten year teaching experience.

The result also showed that there were no statistical significant differences attributed to the effect of job title on all the domains except in “using of e-learning technique” domain.