OBSTACLES FACED BY TEACHERS IN TEACHING INFORMATION TECHNOLOGY AT THE SECONDARY LEVEL IN ZAWIA AL-GHARB EDUCATION MONITORING

Abstract

This study aimed to identify the most important obstacles facing teachers in teaching information technology at the secondary level in an attempt to come up with suggestions to overcome these obstacles. The study was conducted during the academic year 2023-2024 AD in secondary schools in Zawia Al-Gharb Education Monitoring with 35 male and female teachers.  They are actually assigned to schedules, and these obstacles are divided into three main axes: obstacles related to the teacher, teaching methods, obstacles related to the curriculum, and obstacles related to the student.

 The descriptive analytical approach was used by applying a questionnaire consisting of 42 items distributed among the previous three axes. The results of the study revealed the presence of high levels of obstacles, as the general arithmetic average for the obstacles related to the teacher and teaching methods reached (3.82), and for the obstacles related to the curriculum (3.52).  ), and for the obstacles related to the student (3.40). The results also showed that there are no differences in the level of obstacles facing teachers in teaching information technology subject due to gender, academic qualification, or years of experience.

 In order to reduce these obstacles, the necessary financial capabilities must be provided to teach the information technology subject effectively and practically, and the content of the curriculum must be reconsidered. Training programs should also be designed to increase the efficiency and capabilities of teachers in teaching this subject, encouraging students to study the information technology subject, and educating parents about the importance of information technology and encouraging their children.  In studying it and benefiting from it.