The mediating role of information security awareness and technology self-efficacy in the relationship between e-learning readiness and academic performance

The study aims to investigate the impact of e-learning readiness on faculty’s performance in their academic works. It also seeks to examine how their information security awareness and technology self-efficacy mediate this primary effect. Due to the COVID-19 pandemic, many academic institutions around the world have closed; and adopted online learning platforms to keep the educational process running. However, the issues about universities readiness and effectiveness of e-learning seem to be motionless and not obviously understood, particularly for a developing country such as Jordan. To achieve the study goals, online questionnaire was distributed as a main tool for data collection from academicians. Sequentially, (383) valid questionnaires were subject to statistical analysis. Data analysis was performed using Partial Least Squares - Structural Equation Modelling (PLS-SEM). The results showed that there is a statistically significant impact of e-learning readiness on the academic staff performance through information security awareness and technology self-efficacy in Jordanian higher education institutions. Based on the results, the study proposed some recommendations, such as improving and supporting e-learning readiness in the Jordanian educational institutions due to its role in improving achieving academic performance.