Teachers’ readiness for blended learning, digital competences and digital instructional material development self-efficacy

This study aims to construct a model that explains and predicts the relationships between teachers’ readiness for blended learning, their digital competencies, and their self-efficacy in creating digital teaching materials. We aim to determine the predictive relationships between teachers' digital competencies and their digital teaching material development self-efficacy and their readiness for blended learning. This study also aims to produce a model that explains and predicts the relationships between digital competencies, digital teaching material development self-efficacy, and blended learning readiness. A descriptive survey model was implemented. The study group is made up of 317 teachers at different levels of education. In the study, three different data collection tools were implemented. These are "Readiness of Teachers for Blended Learning" scale, the fourth factor of the nine-item "Instructional Design" of the "Preparation of Pre-service Teachers for Integrating Technology in Education According to the SQD Model" scale, and the "Self-efficacy of Teachers for Developing Digital Teaching Materials" scale. A Structural Equation Model was used to construct a model that is designed to explain and predict the relationships between these scales. The findings of the study demonstrate that teachers' digital competencies positively affected their self-efficacy in enhancing digital teaching materials. Their self-efficacy in enhancing digital teaching materials positively affected their readiness for blended teaching. Furthermore, teachers’ self-efficacy in preparing digital teaching materials had a mediating role in the relationship between teachers' digital competencies and their readiness for blended teaching. These results demonstrate that as teachers become more proficient with technology, they become more confident and willing to prepare digital teaching materials.