References

• Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Research, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309
• Alam, A., & Tiwari, P. (2020). Synopsis Putting the “learning” back in remote learning Policies to uphold effective continuity of learning through COVID-19. https://www.unicef.org/globalinsight/sites/unicef.org.globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf
• Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating Readiness for Organizational Change. Human Relations, 46(6), 681–703. https://doi.org/10.1177/001872679304600601
• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (p. 676). Upper Saddle River, NJ: Prentice Hall.
• Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431–441. https://doi.org/10.1007/s10833-020-09372-5
• Du, X., & Chaaban, Y. (2020). Teachers’ Readiness for a Statewide Change to PjBL in Primary Education in Qatar. Interdisciplinary Journal of Problem-Based Learning, 14(1). https://doi.org/10.14434/ijpbl.v14i1.28591
• Fullan, M. (2007). Change theory as a force for school improvement. In Intelligent Leadership; Studies in Educational Leadership; Berger, J.M.,Webber, C.F., Klinck, P., Eds.; Springer: Dordrecht, The Netherlands,
• Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2010). Multivariate data analysis: A global perspective. Pearson Upper Saddle River.
• Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy, and Education, 30(1), 1–18. https://doi.org/10.1080/1475939x.2020.1839543
• Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University, 1-54.
• Kotter, J. P. (1990). How leadership differs from management. New York: Free Press, 240, 59-68.
• Leacock, C. J., & Warrican, S. J. (2020). Helping teachers to respond to COVID- 19 in the Eastern Caribbean: issues of readiness, equity and care. Journal of Education for Teaching, 46(4), 1–10. https://doi.org/10.1080/02607476.2020.1803733
• Mansor, A. N., Zabarani, N. H., Jamaludin, K. A., Mohd Nor, M. Y., Alias, B. S., & Mansor, A. Z. (2021). Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis. Sustainability, 13(4), 2228. https://doi.org/10.3390/su13042228
• Rafferty, A. E., & Simons, R. H. (2005). An Examination of the Antecedents of Readiness for Fine-Tuning and Corporate Transformation Changes. Journal of Business and Psychology, 20(3), 325–350. https://doi.org/10.1007/s10869-005-9013-2
• Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118, 106675. https://doi.org/10.1016/j.chb.2020.106675
• Sunarto, M. J. D. (2021). The Readiness of Lecturers in Online Learning During the Covid-19 Pandemic at the Faculty of Information Technology and the Faculty of Economics and Business. IJORER : International Journal of RecentEducational Research, 2(1), 54–64. https://doi.org/10.46245/ijorer.v2i1.70
• Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2020.1868531
• Tseng, T. H., Lin, S., Wang, Y.-S., & Liu, H.-X. (2019). Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2019.1674888
• Tumwesige, J. (2020). COVID-19 Educational Disruption and Response: Rethinking e- Learning in Uganda. University of Cambridge.
• UNESCO. (2019). Guidelines on the development of open educational resources policies. https://unesdoc.unesco.org/ark:/48223/pf0000371129
• UNESCO. (2020). Supporting Teachers to Maintain Continuity of Learning During School Closures. In Proceedings of the UNESCO COVID-19 Education Response Webinar; UNESCO: Paris, France, www.unesco.org
• Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.
• Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157– 178. https://doi.org/10.2307/41410412
• Zhao, J., Xiao, H., Li, Y., Wen, D., Xu, P., Fu, Y., Piao, J., Liu, J., Cao, D., Zhong, Z., & Zhao, G. (2020). Experience of Massive Distance Online Education for Medical Colleges and Universities in China to Counter the COVID-19 Pandemic. https://doi.org/10.21203/rs.3.rs-29678/v1