Volume 10 | Issue 2 | 2022


The integral and sudden implementation of the long-distance education model due to Covid-19 pandemic, imposed a different, rather high-pressure model in teaching practices, thus resulting in a class environment where inexperienced teachers and students are struggling to cope with the new reality. By using the Technology Acceptance Model, the present research investigates the way long distance education is perceived and accepted by teachers in Secondary Education. Data collection and analysis is achieved through a quantitative research in which 210 Secondary teachers of various specialties from schools in Western Macedonia participated. The results of the research confirm that teachers are willing to adopt the long-distance education model, however with their responses still expressing an attitude of neutrality or positive susceptibility towards long distance education

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