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This study aimed at exploring the degree of teachers’ readiness in the Lower Basic Grade of governmental schools in Nablus Directorate of Education for employing e-learning through investigating their attitudes towards e-learning, level of their competencies in addition to the degree of obstacles facing the teachers in applying e-learning. Moreover, the study aimed at exploring the effect of some variables on teacher’s readiness. The descriptive correlational approach was used to achieve the study objectives. The population of the study consisted of all teachers at the Lower Basic Grade in Nablus Directorate of education in the Palestinian governmental schools (617 males and females), while the random clustered sample consisted of 120 male and female teachers. A 40-item questionnaire was used to collect data after verifying its validity and reliability. The questionnaire covered three major domains: competences, attitudes and obstacles. The results revealed that the total degree of the three domains (competences, attitudes and obstacles) was high. There were no statistically significant differences in terms of teachers’ attitudes and obstacles that can be attributed to age, daily use of internet, and the number of training sessions on ICT taken by the teachers, whereas there were statistically significant differences in terms of the competences that can be attributed to the aforementioned variables. Furthermore, there was a (positive) direct statistically significant relationship between the degree of teachers’ competences of using e-learning and the degree of their attitudes towards using e-learning at this stage. Nevertheless, there was a statistically significant inverse relationship between the degree of obstacles facing teachers in using e-learning and their attitudes towards this use. In light of the given results, a number of recommendations and suggestions were offered.
Lower Basic Stage, e-learning, Readiness, Competencies, attitudes, obstacles.
