Ali Najmi^*1, Ahmed Falata²,  Basem Al-Shahri^2
1Associate Professor of Educational Technology, Faculty of Educational Graduate Studies, King Abdulaziz University, Saudi Arabia
²Assistant Professor of Educational Technology, Faculty of Educational Graduate Studies, King Abdulaziz University, Saudi Arabia
Volume: 16 | Issue: 3 | Pages: 291-307 | September 2024-|-https://doi.org/10.54940/ep79273615-|-PDF
Received:-15/5/2023-|-Received:-28/6/2023-|-Accepted:-29/8/2023
*Corresponding Author: ahnajmi@kau.edu.sa

Abstract
The COVID-19 pandemic is the largest emergency of modern times and one of its consequences has been the complete shift to distance education systems. Mother teachers have borne the greatest burden in implementing teaching and learning processes through distance education platforms and systems, as they were required to carry out their tasks as teachers and at the same time fulfill their role as mothers and follow up on their children. Accordingly, mother teachers have played dual roles for the same tasks in distance education environments, which makes studying their perceptions regarding distance education environments a guiding guide for dealing with educational emergencies in the future. Accordingly, the current research aims to examine mother teachers' perceptions of distance education according to their dual roles during the Covid-19 pandemic. The study relied on the explanatory approach, where the phenomenological approach was used to find out the mothers' teachers' perceptions associated with the use of distance education systems during emergencies. A set of questions was developed through a semi-structured interview tool with six mother teachers in general education stages. MAXQDA program was used to analyze the interview outcomes. The results of the study came to shape the teachers' perceptions in six main axes, as follows: the family climate for distance education, obstacles to distance education during emergencies, evaluation issues, digital skills, school supervision, and teacher workloads. Based on the results of the study, it was recommended to develop training and counseling programs to support mother teachers during educational emergencies, as well as to develop guidelines for implementing distance education during emergencies.

Keywords
Academic Motherhood, Educational Emergency, Mother Teachers', Distance Education, COVID-19 Pandemic.

How to Cite
Najmi, A., Falata, A., & Al-Shahri, B. (2024) Academic Motherhood During Educational Emergencies: Mother Teachers Perceptions of Distance Education According to Their Dual Roles During the COVID-19 Pandemic,-Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(3),-291-307.-https://doi.org/10.54940/ep79273615

License
1658-8177/© 2024-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of thehttps://creativecommons.org/licenses/by-nc/4.0/-