Difficulties of Teaching in Virtual Schools from the Teachers’ Perspective in the Basic Stage of Education in Hama City

Abstract

Syria seeks to enhance educational opportunities for all and keep up with technological advancements in the field of education by establishing virtual schools. This aims to provide Syrian students with more opportunities, despite the teaching challenges that teachers face in virtual schools. This study aims to identify the main difficulties in using virtual education from the perspective of teachers in the governorate of Hama, Syria, and during the basic education stage, using a descriptive analytical approach. The research tool consisted of a questionnaire containing 15 questions, administered to a sample of 60 teachers in virtual schools in Hama. The results indicated that there are no statistically significant differences in teaching challenges in virtual schools depending on teachers’ perspectives. This includes the variables of gender, academic qualification, and years of experience. It was also found that there were no statistically significant differences in teaching challenges related to educational levels or the number of courses attended. We can conclude that virtual schools, despite their teaching challenges, represent a modern learning experience that requires continuous efforts to overcome difficulties and maximize the benefits of this experience. Additionally, university educational institutions need to adopt modern educational technologies, train teachers on how to overcome virtual teaching challenges, and provide suitable support for them.