Determinants of Teacher's Attitude towards Online Teaching and Learning

Abstract

Faculty attitude is an important aspect in determining their readiness for online education. This study seeks to understand the attitude of teachers in higher education regarding online teaching and learning. There were 759 participants from different colleges and universities in India (92 professors, 73 associate professors, and 594 assistant professors). This study was completed during the lockdown owing to Covid-19 outbreak. After reviewing relevant literature, data was initially gathered using Google forms based on the "Attitude Scale towards Online Teaching and Learning for Higher Education Teachers". Scale reliability was verified with the Cronbach Alpha and split-half reliability. Interrelationships between the constructs of attitude were examined using PLS-SEM. The study also revealed the existence of parallel and serial mediations between the constructs. It was established that knowledge could lead to responsiveness only in the presence of appreciation and proficiency. Hence, appreciation and proficiency are important constructs for teachers' responsiveness towards online education.

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

“…Moreover, in a study examining gender differences across four dimensions of attitude toward online education [ 114 ], female teachers demonstrated significantly greater responsiveness and appreciation for online education than male teachers did, which contradicts the findings of the current study. This observation is further supported by the findings of a previous study [ 115 ], which showed that female teachers reported greater self-efficacy in utilizing online instruction strategies than did their male counterparts.…”