Opinions of high school teachers in kenya on the effectiveness of online education

The main purpose of this research is to reveal the perceptions of high school teachers in Kenya regarding the effectiveness of online education. Within the framework of the research problem, the opinions of high school teachers in Kenya on the effectiveness of online education were examined based on gender, marital status, geographical location, school type (public or private), income levels, job satisfaction, subject area, and professional seniority. In this study, the scanning model, one of the descriptive research methods, was used as the research method. The research population consisted of a total of 120,000 registered high school teachers working across 47 provinces of Kenya. The research sample consists of 604 high school teachers selected from this population using a random sampling method. The "Kenya High School Teachers' Opinions on the Effectiveness of Online Education Survey (2024)" was applied as the data collection tool. The findings obtained as a result of the study are as follows: 1. Kenyan secondary school teachers have mixed perceptions of online education. While many recognize its benefits in enhancing lesson organization and flexibility, concerns about student engagement, academic integrity, and digital literacy persist. Some teachers embrace online platforms, but others feel they lack adequate training and resources. 2. Younger teachers typically exhibit a more favorable view of online education due to their greater familiarity with digital technologies. In contrast, older teachers recognize the advantages of online learning but often face difficulties in adapting and overcoming technical obstacles. Regardless of age, there are widespread concerns regarding the quality of student-teacher interaction and the potential for academic dishonesty. 3. Male and female teachers have similar concerns about online education, particularly regarding academic integrity and student engagement. 4. Experienced teachers are more skeptical about online education's effectiveness, citing difficulties in maintaining student engagement and assessment integrity. Less experienced teachers are more open to digital teaching methods but recognize the need for better training and support. 5. Public school teachers demonstrate a greater willingness to embrace online education; however, they encounter significant challenges related to infrastructure and internet accessibility. In contrast, private school teachers, despite having superior resources, voice apprehensions regarding student discipline and self-regulation in the context of online learning. Both factions concur that academic dishonesty poses a substantial problem. 6. Teachers in urban areas view online education as more effective, attributing this to superior infrastructure. In contrast, teachers in rural areas face challenges such as inadequate internet access and a scarcity of digital resources. Nevertheless, both groups highlight the necessity for enhanced support and training to facilitate successful online teaching. 7. High-income teachers have a more favorable view of online education, as they can afford better digital devices and internet access. In contrast, low- and middle-income teachers face more barriers to effective online teaching. However, across all income levels, concerns about student engagement and academic dishonesty persist. 8. Teachers with mid-level job satisfaction view online education more positively than those highly satisfied with traditional teaching methods. While all satisfaction levels acknowledge its organizational benefits, concerns about emotional and social interactions in virtual learning environments are widespread. 9. Technical and Science teachers value online education for its organized methodology and its ability to streamline the teaching process. In contrast, teachers in the Arts and Humanities perceive online teaching as less effective because of its restricted opportunities for interaction. 10. More experienced teachers are cautious about online education, recognizing its benefits in lesson planning but struggling with student engagement. Younger teachers adapt more easily but still face challenges in ensuring meaningful interactions and academic honesty.