Alseddig Ruhoma

Over the last few decades, both developed and developing countries have an increasing trend in technology but with an enormous gap, particularly in the education sector. The e-learning following institutions can achieve benefits by evaluating their e-learning readiness through up-front analysis. Moreover, several models have been introduced to measure e-learning readiness for developed countries but these are not adequate for developing countries.  This paper introduced the e-learning readiness evaluation model for the developing country, Libya, by considering the primary education sector. Furthermore, this study examines the e-learning level of readiness in the staff of the primary school. The purpose of this study is to evaluate the e-learning readiness of staff by directing factors of e-learning readiness i.e. cultural readiness, content readiness, and technology readiness. To achieve this objective, this paper collects data through questionnaires, and respondents are 110 staff member of primary schools in Yefren, Libya. Therefore, the multivariate analysis shows that the e-learning readiness factors have e significant relationship with the adoption of e-learning because most teachers are well prepared and ready. Likewise, results indicate that technology is the most significant factor instead of other e-learning readiness factors. According to the views of staff, there should be more content development training required for primary school staff. Thus, the demographic structure is inadequate to enhance the e-learning but the staff is ready for e-learning. Consequently, this study emphasizes the significance of cultural readiness and its relationship with the adoption of e-learning in primary education sectors’ development in Yefren, Libya.