| المستخلص: |
The research aimed to investigate the perceptions of public education teachers in Jeddah towards Madrasati learning management system during COVID-19. To achieve this goal, the research attempted to answer two questions. The first question investigates the perceptions of public education teachers towards Madrasati learning management system. The second question aimed to know teachers’ suggestions to overcome the difficulties they faced while using the system. The research took a mixed methods approach; quantitative approach, descriptive method, to answer the first question by using a questionnaire, 4-point Likert scale, and a qualitative approach to answer the second question by analyzing content through the responses of the participants in the questionnaire, by MAXQDA program. The research sample included 523 male and female teachers from different levels. The quantitative results revealed that 75% of teachers did not use Madrasati learning management system before the current school year, which may affect their perceptions about the system. Also, revealed that most teachers believe that the system tools are either very good or good. In addition, teachers in most of their responses to system use functions went about the system tools most of time or sometimes used it. Moreover, the results showed that male and female teachers have a positive attitude towards Madrasati in terms of its impact on learning, which can be a good start to help them learn about the features and functions of Madrasati through professional development activities. Also, the qualitative results revealed that teachers faced many challenges in using Madrasati; difficulties with Madrasati learning management system, Internet problems, difficulties with learners, availability of electronic devices, learning strategies in the e-learning environment, families of learners, and weak technical skills. The teachers’ suggestions came to overcome the difficulties they faced as the following: improve Madrasati learning management system, enhance teacher's performance, availability of electronic devices, enhance the partnership roles with families of learners, provide e-learning strategies and resources, and train the learners.
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