E-LEARNING IN THE CLASSROOM: A TEACHER'S PERSPECTIVE ON ELEARNING READINESS AND ADOPTION

This study aimed to ascertain teachers' readiness to embrace the opportunity of E-learning. The researchers utilized the approach of descriptive research. The study gathered data from school teachers, who completed a questionnaire as part of the data collection process. A questionnaire was developed to collect data qualitatively and quantitatively. The key factors were derived from (Akaslan & Law, 2011; Aydin & Tasci, 2005) models of E-learning readiness. Along with demographic data, the questionnaire focused on four key factors: technology, innovation, personnel, and E-learning training. The teachers graded their available resources, skills, and attitude on a 5-point Likert scale, and qualitative data were also gathered. Teachers appear to have embraced the integration of E-learning in their pedagogy. However, some raised concerns regarding institutional support and technological use. Additionally, they believe their school is prepared to undertake E-learning but requires minor improvements in the matters of technology and personnel. This study will have an impact on teachers, students, and the institution as a whole. The study's findings may serve as a reflection for the institution in terms of considering how to sustainably incorporate E-learning into schools and in terms of understanding teacher requirements