The structure of psychological readiness to use distance learning technologies among teachers

The article deals with the empirical results of the study of the structure of psychological readiness of university teachers and school teachers to use distance learning technologies. The research involved 95 teachers of different age and representing different levels of education from small towns and large cities. A questionnaire aimed at diagnosing the psychological readiness of the use of distance learning technologies is developed. Two main factors in the structure of psychological readiness were revealed by means of the questionnaire. The first factor is awareness and acceptance of the importance of using distance learning technologies. This factor reflects the belief in the need to master the technology and the agreement to use it. The second factor is a positive emotional and evaluative attitude to distance learning technologies. The presence of this factor confirms the idea of the influence of computer alarms on the formation of unpreparedness of teachers to use remote educational technologies. The research is the first step to the development of a compact tool for diagnosing psychological readiness to use remote educational technologies. The obtained empirical data allow us to identify the stages of formation of psychological readiness for the use of distance learning technologies in pedagogical practice.