The Teacher Readiness Model as a Framework for Measuring Elementary School Teacher Readiness in Implementing Deep Learning-Based Indonesian Language Instruction
Background: The growing emphasis on learner-centered and meaningful learning has positioned Deep Learning as a promising pedagogical approach in primary education. However, its successful implementation depends largely on teachers' readiness to adopt pedagogical innovation and adapt to evolving professional and institutional demands. Purpose: This study aimed to develop and empirically validate a multidimensional Teacher Readiness Model for implementing Deep Learning-based Indonesian language instruction in primary schools. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 120 teachers across 31 public and private primary schools in Jambi Province, Indonesia, using proportionate stratified random sampling. Semi-structured interviews with 12 teachers and four school principals were subsequently conducted to explain the quantitative findings. Descriptive statistics and multiple linear regression were used for quantitative analysis, while qualitative data were analyzed thematically. Results: Teachers demonstrated a moderate-to-high level of readiness (M = 3.76). Professional readiness emerged as the strongest dimension, whereas institutional readiness was the weakest. Regression analysis identified professional and institutional readiness as significant predictors of Deep Learning implementation. Qualitative findings further revealed that although teachers were highly motivated to innovate, they continued to face constraints related to limited professional development, inadequate digital infrastructure, and insufficient instructional mentoring. The validated Teacher Readiness Model integrates personal, professional, and institutional readiness as complementary determinants of successful Deep Learning implementation. Conclusion: The model extends the theoretical understanding of teacher readiness while providing evidence-based guidance for teacher professional development, instructional leadership, and educational policy to support sustainable instructional transformation in primary education.
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