Use of Electronic Supervision in Nursery Schools from a teacher and educational supervisor's perspective in the cities of (Makkah، and Jeddah).

Abstract

The aim of this study was to know the reality of the use of educational supervisors in kindergartens for electronic supervision، and its importance in facilitating some of the functions of educational supervisors in kindergartens، in addition to identifying the obstacles facing educational supervisors in kindergartens in the use of electronic supervision in the supervisory process. The researcher followed the descriptive approach، It consisted of (73) paragraphs revolving around three main axes، and the study population may be (495)clause، (45) educational supervisor in the field of kindergartens، including (12) educational supervisor in the city of Mecca، and (33). While the number of teachers (450) teachers in kindergarten، including (168) teachers in the city of Mecca، and (282) teacher in the city of Jeddah. The most important results of the study were as follows: The main obstacles for the use of electronic supervision in kindergartens ranked first with an average of (4.15) high، followed by the importance of using electronic supervision in kindergartens، 4.10)، the extent of the use of electronic supervision in kindergartens at an average of (4.02)، and finally the identification of eighteen obstacles to the use of electronic supervision in kindergartens and all of them to a high degree. In addition to the absence of statistically significant differences between the responses averages despite the difference in the city. In light of the results of the study، the researcher presented a number of recommendations، including: urging and encouraging educational supervisors to use electronic supervision in kindergartens; to activate supervision methods، overcome obstacles and obstacles to use electronic supervision in kindergartens، Awareness and knowledge of the obstacles of electronic supervision in kindergartens and work to overcome them.