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Original research E-LEARNING AND PROBLEM-SOLVING SKILLS: VIEWS OF MOROCCAN TEACHERSPages 255-264
Abstract
Studying e-learning through the eyes of teachers sheds light on how the development of problem-solving skills in digital environments is influenced. This paper aimed to explore teachers' views of enhancing their problem-solving competencies via online learning in Morocco’s Béni Mellal-Khénifra region. Primary data were gathered from a sample of 520 teachers using a structured questionnaire survey. The constructs in the conceptual model were evaluated with a customized five-point Likert scale. Data analysis was conducted using CFA and SEM with AMOS software. The findings indicated that self-efficacy predicts both actual use and teacher satisfaction. This means that the more a teacher believes in his abilities, the more likely he is to voluntarily use digital platforms and be satisfied with them. The results also revealed that teacher satisfaction has an impact on improving problem-solving skills, with no direct impact of actual use on this skill. This suggests that satisfaction mediates the effect of actual use on problem-solving skills among teachers. Ministry of National Education, Preschool and Sports should focus on strengthening teachers’ self-efficacy, which should become a priority through continuing education programs. It also should regularly assess teachers’ level of satisfaction with the actual use of e-learning platforms and adapt their systems based on trainees’ feedback.
Keywords: E-learning, problem solving, AMOS, SEM, Béni Mellal- Khénifra region, North Africa.
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El Mustapha El Anouar, 
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