معوّقات استخدام مهارة الإدارة الصّفّيّة الإلكترونيّة من وجهة نظر معلّمي التّربية الإسلاميّة بالمرحلة المتوسّطة
The purpose of this study was to assess the barriers to using electronic classroom management skills, both human and technological, from the perspective of middle school Islamic education teachers in Al-Madinah. The study also investigated whether there were statistically significant differences in the responses of the study participants, attributed to the following variables: gender, years of service, and the number of training hours in distance education. The researcher utilized a descriptive survey methodology to conduct the study. The study population included all male and female Islamic education teachers in middle schools, both in government and private schools. The study sample consisted of 287 participants who were selected using a cluster random sampling technique. The data was collected through the use of a questionnaire. The study findings indicated that the barriers related to students were the most significant, followed by barriers related to virtual class capabilities and equipment, which ranked second. Technical aspects were identified as the third-ranked barriers, while teacher-related barriers were found to be the least significant. The results indicated statistically significant differences in the mean responses of the study sample regarding the barriers to using electronic classroom management skills, attributed to the gender variable in favor of males. Additionally, the results also revealed no statistically significant differences in the mean responses of the study sample regarding the barriers to using electronic classroom management skills attributed to differences in years of service and the number of training hours in distance education. The study recommends the necessity of providing means that allow teachers to observe student behaviors, such as adding a feature that allows changing the background when opening the camera, enabling students to control it by showing only themselves. (Published abstract)