Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education

Sarah K. Howard, Jo Tondeur, Fazilat Siddiq, Ronny Scherer

Research output: Contribution to journalArticlepeer-review

65 Citations (Scopus)


In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

Original languageEnglish
Pages (from-to)141-158
Number of pages18
JournalTechnology, Pedagogy and Education
Issue number1
Publication statusPublished - 1 Jan 2021


  • Covid-19
  • institutional readiness
  • K–12 education
  • online teaching
  • teacher readiness


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