Asmaa R. Khanfar
This study aimed at identifying the most important challenges that female teachers working in Saudi public schools of the Eastern Region face while using distance-learning during the time of Corona, and then suggesting the appropriate solutions for these challenges from their own perspective. The descriptive approach was used, and a questionnaire of 43 items was distributed, covering 3 areas: the challenges of distance-learning in (1) teaching & learning, (2) infrastructure & the skills of using platforms, and (3) possible solutions for facing these challenges. Then, means and standard deviations were calculated to identify the participants' responses, with a total of 375 teachers. Independent-Samples T test was conducted for the differences' significance between 2 independent groups, as well as Kruskal-Walls test to identify the differences' significance between more than 2 independent groups. The results of the study showed that all the items related to the challenges teachers face during distance-learning in the time of Corona (in the teaching & learning area) got a mean of (2.66) with a medium difficulty degree. Also, all the items got a mean of (2.77) in the (infrastructure & the skills of using platforms area) with a medium difficulty degree, from the teachers' perspective each. There were statistically significant differences for the challenges related to infrastructure and the skills of using platforms, from the teachers' perspective, for the favor of having less experience (less than 5 years). All the suggested solutions have generally been of medium importance, making them worthy of application.