Bridging the Gap: Exploring Urban High-Needs Teachers' Perceptions of Online Teaching Readiness and the Digital Divide.

This study investigates the self-efficacy and perceived barriers of 204 full-time urban K-12 teachers in a Midwestern state regarding their preparedness to implement online learning effectively. Findings indicate that while teachers generally feel confident in creating and communicating online instructional materials, significant challenges persist, notably limited time for lesson preparation and inequitable student access to reliable internet and bandwidth at home. The research underscores the need for targeted professional development, ongoing support, and strategies to address the digital divide to enhance online teaching efficacy in urban settings. These insights aim to inform educators, administrators, and teacher preparation programs in developing more effective curricula and support systems for online instruction in K-12 urban education.