Abstract:

To control the spread of Corona virus outbreak in India, a nationwide lockdown had been started in India since 25th March 2020. All educational institutes have been closed since March 16 in West Bengal. The 2020 academic year is a period of darkness in the lives of students due to the Covid-19 epidemic lockdown. West Bengal Education Minister urges stakeholders to consider alternative plans to complete the syllabus after a long shutdown. Therefore, many schools started resuming their sessions through e-learning portals. As a result, e-learning strategies have gained momentum as well as become an important contemporary trend in education during the lockdown. In the lockdown period, both the students & teachers have to access knowledge via ICT (Information Communication Technology) to keep pace in the current information society. ICT reduces the barrier of social distancing as well as the impact of shut down on the education sector with the help of digital transformation in the Indian education system. During lockdown being a digital transformation of education does not mean teachers are willing and natural digital teachers. It is important to know from teachers during lockdown what their knowledge, their skills, their expectations and their perception of e-learning. The main aim of this study is to explore the attitude of secondary school teachers’ towards virtual teaching during lockdown at Gaighata Block of North 24 Parganas in West Bengal. A descriptive cross-sectional study was conducted to know the attitude of teachers’. A convenient sampling technique was used to select the participants for the study.  Data has been collected with the help of Likert type attitude scale using Google Form during the Covid-19 pandemic lockdown. During the lockdown, the result of this study indicates that the attitude towards virtual teaching is not satisfactory. Moreover, male teachers develop a more favourable attitude toward online teaching than female teachers. This study also proved that more experienced teachers show less interest in virtual teaching-learning than less experienced teachers. 

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