An analysis of science teachers' readiness for blended learning

The purpose of this study is to examine science teachers' readiness towards blended learning strategies. The main objective of the study is to assess the level of science teachers' acceptance and implementation of these innovative learning strategies. The research was conducted with science teachers working in the province of Van. The research was basically conducted in two stages. In the first stage, a scale development study was conducted in order to determine the readiness levels. In the pilot study, 451 teachers participated in the study. Factor construct validity and reliability analyses of the scale were conducted with the statistical program (SPSS) in computer environment. Based on the results of the analysis, the scale was transformed into a structure consisting of four factors and 19 items, as a result of the corrections made. As a result of the analysis, four factors were listed as (1) Online and face-to-face teaching (α: .97), (2) Technology (α: .96), (3) Attitudes and Beliefs (α: .96), (4) Class Participation (α: .96). Cronbach Alpha (α) coefficient for the scale was calculated as 0.93. In the second stage, it was applied to 505 science teachers. The data obtained were analyzed with SPSS 26.0 software. Independent Groups t-test was used in order to examine whether the blended learning readiness level of science teachers differed depending on gender, previous training, and education level variables, and one-way ANOVA test was used in order to examine whether it differed depending on the Professional seniority variable. As a result of the analyzes, significant differences were found in terms of the dimensions of blended learning readiness levels based on the variables of professional seniority, participation in blended training, and level of education. No significant difference was found based on the gender variable. As a result of the research, it was revealed that the readiness levels of teachers with low seniority (relatively newly appointed teachers), the readiness levels of teachers who received training on blended learning, and the readiness levels of teachers with graduate education were higher.