Classroom Management in Virtual Learning: A Perceptions Study with School Teachers in Qatar

Abstract

The aim of the study is to analyze the issue of virtual classroom management throughout the COVID-19 pandemic using a case study approach in a descriptive analytical method. Participants in this study are 110 teachers currently engaged in preparatory and secondary schools in different parts of Qatar. The data collection instrument used was a 4 point Likert Scale based questionnaire targeted to elicit respondents' attitudes and opinions towards virtual classroom management, challenges faced in this, and the most suitable strategies to overcome these challenges. Descriptive statistics, frequencies, and percentages were used to analyze the data. Results based on the findings show three axes: teachers’ challenges, beliefs, and attitudes. Findings indicate that teachers face difficulty in virtual classroom management and attribute the biggest challenge to their inability to check distractions in the home-based learning environment. Another significant finding is that classroom management is marginalized given the extremely limited teacher-student contact in the virtual education mode. Lastly, learner interaction is drastically stunted in virtual mode bringing the teachers to the conclusion that teaching in the physical mode is the only way to ensure classroom management.