An examination of faculty instructors' readiness for online teaching in terms of various variables

The aim of this study is to determine the readiness of faculty instructors for online teaching and to explore their perspectives on factors affecting this readiness across various variables. A sequential explanatory mixed-method research design was employed, involving 105 faculty members. The "Readiness for Online Teaching Scale for Faculty Members" was used for quantitative data collection, while a semi-structured interview form developed by the researcher was utilized for qualitative data collection. Data analysis included descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analysis to explore relationships between continuous variables. Descriptive analysis was applied to the qualitative data. Quantitative findings indicate an inverse relationship between faculty members' total scale scores and age. A significant difference was also found between faculty members with 0-10 years of experience and those with 11-20 years. Notably, 79.99% of participants identified "faculty/peer mentoring" as their most preferred form of support during the preparation process for online teaching. Qualitative findings highlight "communication skills," "pedagogical competencies," and "assessment and evaluation skills" as essential for success in online teaching. Additionally, faculty members agreed that "institutional support" and "technological literacy" directly influence readiness for online teaching. Furthermore, factors such as "previous training," "experience in online teaching environments," "motivation and attitude toward online teaching," and "affinity for technology" were identified as contributing to high readiness levels.