Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Abstract

Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers’ extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers’ technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers’ behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers’ behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers’ TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.

Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context

“…Digital technologies have emerged as vital tools in mathematics education during the post-pandemic era (Khong et al, 2023). In the mathematics classroom, many teachers leverage interactive whiteboards to represent mathematical concepts, enhancing student understanding visually (Gonzales & Gonzales, 2021).…”

Understanding intention and use of digital elements in higher education teaching

“…Comparatively, in life sciences and fine arts, technology is less preferred by lecturers in particular but also by students (Buzzard et al, 2011 ). In another study, it was found that, as long as instructors see a practice or type of knowledge as helpful in achieving their goals, they will engage in that practice or activity to acquire knowledge (Khong et al, 2022 ). In addition, the performance expectancy, effort expectancy, and social facilitation influence the intention of technology use in the classroom (Zhou et al, 2022 ).…”

Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics: Challenges and Opportunities for the Post-COVID-19 Era

“…Educators had to make drastic changes to their teaching practices, relying on learning management systems (LMS) and other digital tools and technologies to conduct lessons and other educational activities from home and to connect with their students [2]. They had to swiftly equip themselves with the digital competences required to cope with this new mode of delivery, with which the majority had no prior experience [6,7].…”