Difficulties in Eemploying Distance Education from the Point of‏ ‏View of English Language Teachers in Bethlehem Governorate‏ ‏in Llight of the War on Gaza

This study aimed to explore the problems facing prominent English language teachers in the use of intensive distance learning in light of the war on Gaza in the Bethlehem Governorate, as it is a prominent segment of the most important identified sectors and specifically the category that has the ability to give a specific picture of the effectiveness of education. And its diversity at a distance. Hence, the problem of the study was represented in the following main question: What are the difficulties of employing distance learning from the point of view of English language teachers in Bethlehem Governorate? The study population consisted of all English language teachers in Bethlehem Governorate, who numbered (323) male and female teachers. The careful analysis was chosen for a small random study. A descriptive structure was used. To achieve the goal of the study, the study tool was prepared, which consisted of a questionnaire consisting of (20) items. 80 questionnaires were collected, and the data and statistical and basic analyzes were subsequently analysed. To verify the validity of the questionnaire, it was presented to a group of arbitrators and arbitrators in this field, and to ensure the validity of the questionnaire items, their proof was proven according to the Cronbach Alpha agreement, where it reached (0.83). The study hypotheses were decided as follows: There are no statistically significant differences at the level of significance (ɑ˂0.05) between the arithmetic numerators for the difficulties in employing learning about disability due to the variable of gender, educational qualification, place of residence, and number of years of experience.