Arab Educational Information Network

The study aimed to uncover the emerging roles for classrooms management in light of distance learning as perceived by high schools’ teachers in Jordan. The descriptive approach was used. The study sample was chosen in a simple random method, which consisted of (456) teachers in the First Zarqa Education Directorate. A study instrument consisting of four domains: technical roles, social roles, academic roles, and evaluation roles, and its validity and reliability have been confirmed. The study found that the degree of emerging roles for classrooms management in light of distance learning as perceived by high schools’ teachers in Jordan was (medium). Therefore, the study concluded that there were no statistically significant differences between the responses means of the study sample about the degree of emerging roles for classrooms management in light of distance learning as perceived by high schools’ teachers in Jordan. Remotebly at the level of significance (α≤1.15) according to the different variables of: gender, academic qualification, and computer skills and significant differences were also found between the arithmetic responses means of the study sample about the degree of emerging roles for classrooms management in light of distance learning as perceived by high schools teachers in Jordan Remotebly at the level of significance (α≤1.15) according to the different in the experience variable on all fields and the total degree and in favor of experience less than 5 years. According to the study results, the researcher recommended many recommendations, hopefully, will benefit the educational policy makers and teachers in Jordan in order to improve the education career and its roles in light of the distance learning. (Published abstract)