INNOVATIVENESS, SELF-EFFICACY, AND ONLINE LEARNING READINESS OF PRE-SERVICE TEACHERS
Keywords:Innovation, Pre-service Teachers, online learning, self-efficacy.
Institutions of higher learning particularly at the teacher-training institute like the College of Teacher Education are at the forefront of trailblazing innovation in the overarching epoch of exuding self-efficacy as students in these academic programs will soon be the models and force multipliers of innovation in their own classroom. This study is designed to determine the innovativeness, self-efficacy, and online learning readiness of the pre-service teachers in the locale of the study. Employing adopted questionnaires in a descriptive-inferential research design, the following are known: Majority of the respondents are in the stage of early majority in terms of their innovativeness; majority of the respondents have very high self-efficacy; the respondents are much ready to go online; the innovativeness, self-efficacy, and online learning readiness of the respondents are comparable when grouped by their sexes and programs of studies; and innovativeness and self-efficacy are very highly significant related to the respondents’ online learning readiness. The results imply that the respondents are more than ready to go online; hence, online learning modalities may be institutionalized in the locale of the study especially in the now-normal of education on top of the objective of bringing-out innovation and self-efficacy among the pre-service teachers. Activities involving virtual instructions and learning engagements may be introduced as part of the act of embracing metaverse in education: the future of our educative processes and procedures.
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