Abstract
The COVID19 pandemic has caused educational institutions, teachers, and academics around the world to use online education across the country. Teachers have been taking lots of efforts in understanding the adoption of technology in teaching. The facility of face-to-face interaction provided by regular classroom teaching may not be possible in online teaching, but still, the education bandwagon needs to go. This article tries to explore the factors that are responsible for transition and helps to suggest certain managerial implications for the future scope of the study. The variables chosen for the study were professional development, Teachers’ technological role competencies, faculty satisfaction, and teachers’ transition. SPSS and mediation analysis, and descriptive analysis were equipped in the study. Results show that teacher satisfaction allows for a transition and behavioural change.
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