Abstract

The purpose of this study is to explore how teachers in Saudi Arabia have responded to online instruction during the COVID-19 pandemic. Specifically, it aims to investigate teachers’ acceptance, readiness, and perceived effectiveness of online teaching and whether teachers’ prior training and experience with online instruction affect their perceptions of effectiveness. An online survey consisting of twenty-five items was randomly distributed to 584 teachers who taught K-12 students online during COVID-19, measuring (a) attitudes toward online instruction, (b) perceived readiness to implement online instruction, (c) perceived effectiveness of online instruction, and (d) the effects of previous training and experience on teachers’ perceived effectiveness. The results indicate that Saudi teachers had a generally positive attitude toward online instruction and readiness to implement it despite a lack of training and experience. However, they expressed some uncertainty about its effectiveness compared to in-person instruction. Those with prior training and experience in online instruction tended to view it as more effective. Implications and recommendations were proposed based on the results of the study, in addition to suggestions for future research regarding online instruction in K-12 settings in Saudi Arabia.