Abstract

The purpose of this study is to examine the relationship between teachers’ self-efficacy sense and their level of readiness for online learning. The research is in relational screening model. The sample of the study consists of 397 teachers at different districts and center of Bursa during the Academic year of 2016-2017. To determine teachers’ self-efficacy sense, “Teacher Self Efficacy Scale”, to determine their level of readiness for online learning, “Readiness for Online Learning Scale” were used. The research findings show that there is a positive relationship between self-efficacy senses and readiness for online learning levels. Senses of teachers’ self-efficacy varies according to the age variable for total self-efficacy attitude with discipline, during the education and classroom management sub-dimensions. According to the gender variable only classroom management sub-dimension varies for the levels of teachers’ self-efficacy senses. Senses of teachers’ self-efficacy varies according to the period of service variable for total self-efficacy attitude with discipline, during the education and classroom management sub-dimensions. Teachers’ readiness for online learning levels vary according to the age variable for only computer/internet efficacy sub-dimension. According to the gender variable only computer/internet efficacy sub-dimension varies for teachers’ readiness for online learning levels. Teachers’ readiness for online learning levels vary according to the period of service variable for computer/internet efficacy, control of learner and online communication sub-dimensions.