ASSESSING TEACHERS’ ATTITUDE TOWARD E-LEARNING IN PRIVATE SECONDARY SCHOOLS IN PAKISTAN

Abstract

This study aimed to assess teachers' attitudes toward e-learning in private schools in Pakistan. This study examined the differences in perceptions of teachers based on their gender, qualifications, and teaching experience. The population of the study was all private school teachers in Karachi. Simple random sampling methods were adopted for sampling. The data was collected from 250 teachers at private schools in Karachi, equally 125 male and 125 female teachers. Survey research was conducted through a questionnaire. A survey questionnaire with the author’s permission was adopted for the study. A descriptive research design was adopted. Cronbach’s alpha method was used to measure the reliability of the questionnaire. The data was analyzed by statistical package for social science (SPSS). The relationship between independent and dependent was measured through correlation and regression analysis. The result showed that teachers, either males or females (gender), had positive attitudes toward using e-learning. The professional qualification of teachers affected their attitude toward the use of e-learning, and the experience of teachers affected their attitude toward the use of e-learning. This study would help school administrators and policymakers to understand the teachers' attitudes toward e-learning based on gender, qualification, and teaching experience.