engleski

Primary School Teachers’ Readiness for Online Professional Development

A growing number of universities currently conduct their academic courses through an online environment and a significant number of online courses are part of the preservice and in-service teacher training programs. This study investigates primary school teachers' readiness for online professional development. This research study is situated in the context of current literature on teacher professional development and the use of online learning in teacher education. The survey questionnaire was administered to 350 primary school teachers from two municipalities in the southern part of Croatia. The selection process was random and the sample of participants represented 32% of the primary school teacher population in the two municipalities. The questionnaire consisted of demographic questions and two validated scales. For the purpose of this study, we used: the Learner Readiness for Online Learning scale (LROL) (Hung, Chou, Chen & Own 2010) and the Readiness for Professional Development of Teachers (RPDT) scale (Beara & Okanović, 2010). LROL situates survey items in an online environment and estimates a person’s attitude toward self-directed learning, motivation for learning, computer/Internet self- efficacy, learner control, and online communication self- efficacy. RPDT focuses on the external motivation for professional development, the importance of teacher professional training, the impact of professional development on teaching quality, the importance of continuous professional development and teachers’ initiative in professional development. The results of the statistical correlation indicated that primary school teachers positively value the importance of professional development and teachers’ initiative for professional development. Conversely, they do not recognize external motivation as a feature that has a high impact on professional development. Primary school teachers greatly value their own ability for self- direction, motivation for learning, learner control and technological self-efficacy. The research findings may benefit further professional development planning for primary school teachers.

primary school teachers ; teachers’ professional development ; readiness for online learning

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