Purpose. The purpose of the current paper is to explore the role of psychological readiness for change and its components as well as work experience to new educational challenges on teaching online during the pandemic period. Design/methodology/approach. The study used a total of 151 participants. We used Personal Change-Readiness Survey (PCRS), Work Motivation Inventory (WMI) by Zamfir (modified by Rean) and Motivation for Teaching Profession Questionnaire (MTPQ) by Ilyin, Karpov reflexivity questionnaire, Reflexivity Type Assessment (RTA) by Leontyev, Lapteva, Osin, and Salikhova.
Findings. Teachers with work experience have reliably (p’s ≤0.05) higher scores of passion and resourcefulness scales than students with no working experience. However, students with no work experience are more likely to be adaptable than teachers with work experience because there were found significant differences (p = 0.002) on adaptability scale. Teachers also have reliably (p’s ≤0.05) higher internal motivation (IM) and the external negative motivation (ENM) than future teachers. Future teachers have reliably (p = 0.001) higher scores of quasi-reflexivity then teachers. There no significant differences between teachers and future teachers in digital competence were found.
Originality/value. The comprehensive study is a step towards a better understanding of the depth of knowledge needed to solve problems related to the ability of the teacher to adapt to the educational environment in conditions of quarantine restrictions.
Keywords: readiness for change, work experience, teaching online, motivation, self-reflection, digital literacy