Determinants of Teacher’s Readiness to Implement e-Learning in the University of Fallujah

Abstract

[EN] The study aimed at exploring the determinants that influenced teacher’s readiness to implement electronic learning in a public university in Iraq. These determinants were classified into three categories including (teacher personality, institutional factors, and situational factors). A questionnaire was distributed to (200) lecturers who constituted the sample of the study at the faculties of the University of Fallujah in Iraq. Based on the hypotheses, the study revealed that there isn’t a statistically significant positive effect of teacher’s personality on their readiness to implement e-learning. As well, the study indicated that there isn’t a statistically significant positive effect of institutional determinants on teacher’s readiness to execute e-learning. Finally, the study concluded that there isn’t a statistically significant positive effect of situational determinants on instructor’s readiness to apply e-learning.