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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. 

Background and Context. Dispositions are personal qualities including values, beliefs, and attitudes that impact an individual's actions and behaviors. Dispositions help a person identify why and when things need to be done and motivate them to follow through in action using their knowledge and skills. A person may have the appropriate skills and knowledge to perform a task and yet may not be able to perform due to the lack of suitable disposition. Objective. As part of a larger multi-institutional project aimed at improving computing education through a competency-based approach, we plan to create a research-informed competency model that includes knowledge, skills, and dispositions valued by computing professionals in the field. The objective of this paper is to report our findings on dispositions based on the National Research Council (NRC) framework. Method. We collected data from conducting a systematic literature review (SLR) and interviewing computing professionals from the United States. For the SLR, we started with 4949 articles from prominent databases (ERIC, SCOPUS, ACM, IEEE) which were filtered down to 52 research papers using rigorous inclusion-exclusion criteria. For conducting the semi-structured interviews, we used criterion and chain-link sampling to recruit 31 computing professionals, including software developers, network administrators, systems analysts, web developers, engineering managers, and others. Findings. Based on the aggregate findings from the SLR and interviews, in this paper we present the dispositions that are deemed necessary by computing professionals or employers to any computing career. The dispositions were categorized into the themes of Collaborative Orientation, Conscientiousness, Intellectual Openness, Self-Regulation, and Lifelong Learning Orientation. Implications. We discuss the importance of incorporating dispositions in computing curricula, interrelationship between skills and dispositions, and possible pedagogical techniques that can be used to cultivate dispositions.