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This study examined the readiness of early-career teachers for online teaching in primary and secondary education during the COVID-19 pandemic. It aimed to generate new insights into the associations between online teaching readiness and teacher-related and contextual characteristics. Using latent profile analysis, we identified four distinct profiles of 965 early-career teachers, based on their technology integration self-efficacy, perceived support, and perceptions of online teaching practice. These profiles demonstrated patterns of consistently high or low readiness, low school support, or inconsistent readiness, highlighting the heterogeneity of early-career teachers. Three-step multinomial logistic regression revealed that teachers categorised in the high-readiness profile reported significantly higher self-efficacy, greater work engagement, a lower resignation tendency, and reduced emotional exhaustion than those in the low-readiness profile. The study’s added value lies in its context-sensitive approach, which examines school types while accounting for relevant predictors and participant diversity using longitudinal panel data.
Paetsch et al. (2025) studied this question.