Investigation the effect of readiness of teachers on student readiness in online learning: a study quantitative method

Abstract

The COVID-19 pandemic precipitated a global and abrupt transition to online learning, making the readiness of teachers and students a central concern. This study aims to empirically investigate the effect of teacher readiness on high school students' readiness for online learning in the post-pandemic context in Indonesia. Employing a quantitative correlational approach, this research involved 407 teachers and 407 high school students from South Sulawesi Province. Data were collected using validated and reliable questionnaires measuring teacher readiness indicators—digital literacy & self-efficacy (X1), pedagogical ability (X2), attitude readiness (X3), infrastructure readiness (X4), and document management readiness (X5)—and student readiness indicators—digital literacy & self-efficacy (Y1), motivation (Y2), attitude (Y3), and gadget support (Y4). Data were analyzed using Pearson correlation, linear regression, and ANOVA F-test. The findings reveal a critical and counterintuitive result: teacher readiness, both collectively and individually, has no statistically significant effect on student readiness. Correlation coefficients between all X and Y indicators were negligible and non-significant (p > 0.05). Furthermore, regression analysis showed extremely low R-squared values, ranging from 0.003 to 0.015, indicating that the teacher readiness model explains only 0.3% to 1.5% of the variance in student readiness. The ANOVA F-tests confirmed the non-significance of these relationships (p-values from 0.297 to 0.952). This study concludes that in the post-pandemic era, student readiness for online learning is predominantly determined by factors beyond the direct influence of teacher readiness as measured. The implications suggest a need for a paradigm shift from focusing solely on teacher competency development to a more holistic, systemic approach that addresses the broader educational ecosystem, including student autonomy, family support, and institutional policies.