Investigation of high school teachers' readiness level for distance education: A case study in Eskişehir province

Developments in Information and Communication Technologies and unpredictable global events in the world bring along important developments in the field of education. These developments require educators to quickly adapt to new teaching and learning paradigms. Especially during the Covid-19 pandemic, urgent distance education practices have been implemented to ensure the continuity of education. These practices have both reshaped the traditional classroom model and underlined the critical importance of understanding teachers' roles and readiness in the face of the necessity of distance education processes. Based on this necessity, this research examined the readiness levels of high school teachers regarding distance education. The research was carried out with the quantitative research method scanning design. The population of the research consists of high school teachers working in Eskişehir province. A survey containing the eight-dimensional "A-12 Teachers Online Education Readiness Scale" was delivered online to 195 participants. The Cronbach's Alpha reliability coefficient of the scale was calculated as 0.949. Descriptive statistics were used to analyze the collected data. Research findings show that teachers are competent in terms of technical competence and professional cooperation; moderately competent in educational technology proficiency, computer self-efficacy, administrative support, student readiness and content dimensions. In addition, they were found to be moderately and lowly competent in relative usefulness and pedagogical (professional) and ethical competence. The research results are discussed and suggestions for future research are presented. Keywords: Distance education, High school teachers, Readiness