Teachers’ behavioural intention to use ICT : A Structural Equation Model Approach
Ömer Faruk Ursavas, Recep Tayyip Erdogan University, Turkey ; Tuğba Bahçekapılı, Karadeniz Technical University, Turkey ; Fatih Camadan, Hakan İslamoğlu, Recep Tayyip Erdoğan University, Turkey
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study identifies the constructs that affect teachers' behavioral intention to use ICT and aimed to develop and test a valid model to predict the intention to use technology among teachers. Eight variables (behavioral intention, attitudes toward use, perceived usefulness, perceived ease of use, subjective norms, computer self-efficacy, facilitation conditions, and technological complexity) were used to build a research model in this study. For this purpose, self-reported data were gathered from n=1491 participants (815 female and 676 male) teachers from 131 schools in Turkey. According to the path analysis results the most dominant determinant of behavioral intention is PU and this is followed by SN and CSE with a large total effect. FC were not found to be a significant influence on teachers’ BI to use technology while the other six variables were. Also, seven variables corresponded to approximately 74.2% of the variance in behavioral intention.
Ursavas, Ö.F., Bahçekapılı, T., Camadan, F. & İslamoğlu, H. (2015). Teachers’ behavioural intention to use ICT : A Structural Equation Model Approach. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2875-2880). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)