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.