Subject-Self Affecting on Teachers' Perceived ICT Usability

Abstract

This study reports an empirical investigation of the effects of school teachers’ self-efficacy and self-concept on their perceived ICT usability. It employed a descriptive survey method within an ex-post-facto research design taking 300 teachers as samples from purposively selected 50 Indian schools. The findings revealed that self-efficacy and self-concept discretely had a positive effect on teachers’ perceived ICT usability although self-concept was found to have a deeper impact in comparison to self-efficacy. But the two variables operated simultaneously had a more significant and stronger positive effect on the teachers’ perceived ICT usability. For every 1 standard unit increase in self-efficacy and in self-concept, the perceived ICT usability will be increased by 0.95 standard units. Based on this regression output authors proposed the TAM3+ as an extension of the TAM3 by adding a new domain as users’ ‘subjective self’ encompassing self-efficacy and self-concept significantly affecting their perceived ease of technology use.

The preschool teachers' perspective of digital technology use in classrooms: A case study of North Maluku province, Indonesia

“…However, based on the literature and contextual settings, researchers found a gap in TAM3 with the need to focus on individuals' subjective selves in determining their ICT usability behaviors (Kundu et al, 2022). According to researchers, suspect subjectivism is a personal primary independent experience and prerequisite for the individuals' existence and performance based on their subjective self-awareness (Almutairi & Shraid, 2021).…”

“…In today's digital world, attitude towards Information and Communication Technology (ICT) adoption is very important (Šabić, Baranović, & Rogošić, 2022). ICTs are ubiquitous aspects of the modern era with immense developments and intrusions into human life including the educational sector (Kundu, Dey, & Bej, 2022). Preschool education is very important because it provides the basis for children's grooming and knowledge-gaining (Westerberg & Vandermaas-Peeler, 2021).…”

“…Later on, in the TAM3 version, several other factors such as enjoyment, anxiety, computer efficacy, demonstrated ability, output quality, job relevance, image, subjective norms, experience, voluntariness etc. were used to predict the significance of technology adoption in different contexts (Fahmi, Kostini, & Putra, 2022;Kundu et al, 2022). However, research still lacks the significance of the subjective self in predicting the use of technologies in the modern era (Kundu et al, 2022).…”

“…were used to predict the significance of technology adoption in different contexts (Fahmi, Kostini, & Putra, 2022;Kundu et al, 2022). However, research still lacks the significance of the subjective self in predicting the use of technologies in the modern era (Kundu et al, 2022). Several studies have highlighted the significance of technology adoption among teachers to enhance the student's learning outcomes such as high grades, satisfaction, enhanced knowledge, etc.…”

“…(Han & Sa, 2022;Hsu & Peng, 2022;Zhu & Zhang, 2022). However, in terms of preschools, limited research is available regarding the significance of teachers' use of digital technologies and the resultant children's outcomes such as engagement, participation in different tasks and enthusiasm and interest in learning at early stages of their lives (Ahmad & Zabadi, 2022;Kundu et al, 2022).…”