MOTIVATIONS AND BARRIERS OF PUBLIC-SCHOOL TEACHERS TO ONLINE EDUCATION: A CASE STUDY

The purpose of studying the motivations and barriers of public-school teachers to online education was to gain a comprehensive understanding of the factors influencing their adoption and implementation of digital learning methods. In this study, three (3) qualified teacher participants possessed relevant experience and expertise directly related to the case under study. This typically included a background in teaching the subject or grade level being investigated, as well as practical experience within the educational setting of interest. In case study research, the design and procedure were meticulously crafted to provide an in-depth understanding of a specific phenomenon within its real-life context. The design began with the selection of a case or cases that were particularly relevant to the research question. This study examined the motivations and barriers public-school teachers face in adopting online education, focusing on technological competency and challenges in remote areas. Teachers were motivated to enhance their skills and improve teaching practices with digital tools to engage students. However, many faced barriers due to limited technological competency and inadequate access to technology and reliable internet, particularly in remote areas. The study highlights these challenges and offers insights for improving training, resources, and support to enhance online learning outcomes. KEYWORDS- Motivation, Barriers, Public School Teachers, Online, Education