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This paper explores Computing and Engineering (C&E) educators' perceptions about dispositions and investigates their readiness to integrate dispositions into their teaching. Dispositions are the underlying beliefs, attitudes, and values that influence how individuals apply their knowledge and skills. Employers recognize the importance of dispositions in the workplace, yet in C&E education the cultivation and assessment of dispositions is not frequently emphasized. Recent guidelines and frameworks in C&E education require dispositional competencies. However, implementing these guidelines requires pedagogical and curricular transformations, including authentic teaching and learning experiences and innovative assessment techniques. This study aims to address an important gap in C&E education by investigating educators' perceptions and readiness for integrating dispositions into curricula, thereby contributing to the ongoing efforts to align educational programs' objectives with industry needs to foster graduates' success in their careers. This work is guided by the Agency Influence Framework, adapted to incorporate educators' worldview (epistemology) in addition to their beliefs, abilities, and motivations towards their readiness for change. The study provides preliminary insights and serves as a foundation for future research in educators' perception about dispositions.