Abstract—A study was conducted to investigate factors influencing educators’ preparedness for transitioning to online teaching following the global pandemic. The analysis of data gathered from 281 teachers through a survey, which included demographic information, utilization of online tools, and their reflections on the transition to online teaching, aimed to identify the variables that affected their perceived readiness for potential online schooling. The findings revealed that high school teachers considered themselves more prepared compared to teachers at other school levels, while no significant differences in perceived readiness were observed across subject areas. Additionally, teachers’ prior experience with online tools seemed to enhance their preparedness. The implications of these results for teachers are discussed in relation to potential future disruptions to traditional schooling. 
 

Keywords—K-12 education, online teaching, readiness, educators 

Cite: Chaewon Kim and Dave M. Pratt, "Are We Ready? — Investigating Educator’s Post-Pandemic Readiness for the Transition to Online Teaching," International Journal of Learning and Teaching, Vol. 10, No. 4, pp. 472-475, 2024.

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