Teachers’ Readiness in Online Learning: Digital Literacy-Self-Efficacy, Pedagogical Competence, Attitude, Infrastructure, and Management Support

Abstract

Information and communication technologies (ICTs) are now used in education as a necessary tool. ICTs are used extensively in education, therefore, in order for teachers to effectively manage their classrooms, they need to be highly digitally skilled and have good attitudes. The spread of digital technology poses challenges as well as prospects, particularly for the younger generation. Online distance education provides individuals with convenient and accessible avenues for engaging in educational pursuits. The research aimed to analyze the teachers’ readiness in online learning: digital literacy- self–efficacy, pedagogical competence, attitude, infrastructure, and management support in Indonesia. The research conducted was a quantitative study employing a survey design. The survey data was analyzed using Structural Equation Modelling (SEM) with AMOS. A questionnaire was used to gather the data. There were 2.788 teachers involved as participants throughout Indonesia. The results show the relationship between the five indicators in digital literacy-self-efficacy (TR-DLSE), pedagogical competence (PC), attitude readiness (AR), infrastructure readiness (IR), and management support (MS). The readiness in terms of attitude explains the construct the best compared to the other four indicators with a value of 0.996. The square of factor loading (FL) on the readiness of attitude is 0.93, indicating that 93% of teacher readiness levels in online learning are influenced by the enthusiastic attitude of the teachers in Indonesia. It can be concluded that the teachers’ attitude readiness for online learning in Indonesia influences teachers' readiness. Suggestions for further research are provided.