دور مديري المدارس في إدارة التعلم عن بعد في حالات الأزمات والطوارئ من وجهة نظر المعلمين في محافظة إربد
The study aimed to identify the role of school principals in managing distance learning in case of crises and emergencies in the Educational Directorate of Qasabat Irbid from the point of view of teachers. Random sample of (325) teachers was chosen from schools of the Educational Directorate of Qasabat Irbid. The study used a description analytical approach To achieve the study objectives a questionnaire was developed. It included four areas for the role of principals, which are: (supporting and disseminating the culture of distance learning in crisis and emergencies, strategic planning for distance learning in crisis and emergencies, the readiness of the technical infrastructure, and achieving the training needs of teachers and qualifying them). Its validity and reliability have been confirmed. The result of the study showed that: 1) The role of schools’ principals in managing distance education in crisis and emergency situations in the Educational Directorate of Qasabat Irbid is average, and the field (supporting and disseminating the culture of distance learning in crisis and emergencies) came first with an average level, and the field ( strategic planning for distance learning in crisis and emergencies) ranked second with an average level, and the field ( the readiness of the technical infrastructure) came in third place with an average level, while the field (achieving the training needs of teachers and qualifying them) ranked last. 2) There were no statistically significant differences due to the gender variable and the educational qualification in all areas related to the role of school principals in managing distance learning in case of crisis and emergencies in the Educational Directorate of Qasabat Irbid from the point of view of teachers. 3) There were statistically significant differences in the two fields (strategic planning for distance learning in crisis and emergencies and the readiness of the technical infrastructure) in favor of the number of years of experience (less than 10 years). Considering the results of the study, the researcher made a number of recommendations, the most important of which are: 1) Paying attention to the technical infrastructure, providing computers and a strong internet network, 2) Providing trained specialists in technological programs and computers to solve any problems facing distance learning system in crisis and emergencies. (Author’s abstract)