Abstract:

The purpose of this research is to explore the relationship between the perceptions of self-sufficiency of teachers in high school and high school and the levels of preparation for online learning. The research is in the relational scan model. The sample of the study is made up of 397 teachers who are working in the Bursa Provincial Center and districts in the 2016-2017 educational year. To determine the perceptions of self-sufficiency of teachers, the "Teacher Self-sufficiency Scale" was used, while the "Online Learning Preparatory Scale" was used to determine the levels of readiness for online learning. Research findings have shown that there is a positive relationship between teachers’ self-sufficiency perceptions and the levels of preparation for online learning. Teachers' self-sufficiency perceptions differ in the size of the teacher's self-sufficiency according to the age variable, the discipline, the educational-learning process and the subdimensions of class management. Teachers' self-sufficiency perceptions differ only in the lower dimension of class management according to gender variables. Teachers' perceptions of self-sufficiency vary according to the time of teaching service and the discipline, the teaching process and the sub-dimensions of class management and the total teacher's self-sufficiency size. Teachers' online learning preparation levels vary by age and gender variable only in the lower dimension of computer/internet self-sufficiency. Teachers' level of preparation for online learning varies according to the time of teaching service and the computer/internet self-sufficiency, student control and online communication subdimensions.

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