ملخص
COVID-19 pandemic imposed new styles of education globally, because of curfews, social and physical distancing practices. As a result, online teaching got to be implemented in educational institutions in Libya without introduction and gradual applications of the different levels and school categories including the international ones. This paper attempts to explore perceptions and attitudes of international schools’ teachers in Libya to online teaching during Coronavirus lockdown. The research utilized a qualitative approach, using a questionnaire that was distributed to 51 teachers from various international schools in Tripoli, Libya, along with conducting interviews with five participants. The collected data were analyzed using an inductive data analysis process. The findings of the study revealed diverse attitudes among the teachers towards the experience of online teaching. The majority of teachers found online teaching to be stressful and unproductive due to poor internet infrastructure and limited communication with students. Many of the participants argued that their online teaching experience during Covid-19 was challenging, and as a result, the difficulties they faced impacted had students' learning. Teachers also lacked prior knowledge and preparation for online teaching. However, aided school teachers displayed a more positive attitude towards online teaching. The study emphasizes the challenges faced by teachers and their impact on student learning, highlighting the need for improved infrastructure and preparation for successful online teaching in schools. Keywords: COVID-19, Online education, Online teaching, Technology, E-learning.