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This study examines teachers' stages of concerns in Jordan Discovery schools on the integration of e-learning into their teaching. The moderator variables identified were gender and teaching experiences. A total of 350 teachers were randomly stratified from all secondary Discovery schools in the four districts (strata) of the capital, Amman. The findings of this study indicated that overall, Discovery school teachers are dominantly at the stage of 'personal' on the different stages of concerns. Male and female teachers do not show any difference in any of these categories but taken from the perspective of teaching experiences, only teachers in the 1-5 years were placed at the stage of 'collaboration' while the rest were at the 'personal' on the different stages of concerns. It was found that teachers' stage of management, stage of informational and stage of consequence contribute significantly on the variance of the integration of e-Learning.

This study examines the effect of perceptions of principals' support of teachers in Jordan Discovery schools on the integration of e-learning into their teaching. 350 teachers were randomly stratified from a total of 2,389 teachers from all the secondary Discovery schools in the four districts (strata) of the capital, Amman. The dependent variable was the integration of e-learning. The independent variable was the perception on the Principals' support needed for the integration of e-Learning and the moderating variable was the gender and teaching experiences. The responses from the survey were analyzed with descriptive statistics and two-way ANOVA. The findings of this study exhibit moderate levels of self-efficacy. From the perspective of self-efficacy, there were significant differences among the means for main effect for both teachers' teaching experience and gender on the integration of e-learning.