Profiling Primary Teachers’ Digital Readiness Through Knowledge, Attitudes, and Self-Concept

Teachers’ digital readiness is often treated as a uniform construct, limiting understanding of how knowledge, attitudes, and self-concept combine to create distinct patterns of readiness for digital integration. This study identified latent readiness profiles among 259 primary school teachers. Results revealed three profiles: high, moderate, and low, confirming substantial heterogeneity. High readiness reflected strong technological-pedagogical integration, positive digital attitudes, and aligned creative identity and self-efficacy, whereas low readiness showed lower levels across these domains. The moderate profile represented a transitional stage and a key target for professional development. Age, teaching experience, and gender significantly predicted profile membership.