Online Teaching Difficulty of High School Teachers

Abstract

This study investigates the online teaching difficulties faced by high school teachers, particularly in the context of the shift toward digital education. The research focuses on two major variables: years of teaching experience and locality (urban and rural). A quantitative structured interview method was used, involving 50 high school teachers from four schools in Chennai district. The findings reveal that there is no significant difference in online teaching difficulties based on years of teaching experience. However, a significant difference was observed with respect to locality, where rural teachers experienced greater challenges due to limited internet access, lack of technological resources, insufficient training, and minimal support. The study highlights the need for improved infrastructure and targeted support systems to enhance the effectiveness of online teaching, especially in rural areas.