Influence of Teacher-Perceived Organisational Culture and School Policy on Chinese Teachers' Intention to Use Technology: An Extension of Technology Acceptance Model

Autor/inn/en	Huang, Fang; Teo, Timothy
Titel	Influence of Teacher-Perceived Organisational Culture and School Policy on Chinese Teachers' Intention to Use Technology: An Extension of Technology Acceptance Model
Quelle	In: Educational Technology Research and Development, 68 (2020) 3, S.1547-1567 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09722-y
Schlagwörter	Foreign Countries; School Culture; School Policy; Teacher Attitudes; Educational Technology; Technology Uses in Education; College Faculty; Intention; Technology Integration; Value Judgment; Computer Attitudes; China + Suchen Sie Ihr Suchwort? Ausland; Schulkultur; Schulleben; Schulpolitik; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Werturteil
Abstract	This study aimed to investigate the influences of organisational culture and teachers' perception of the importance of policy on teachers' technology acceptance in China. A total of 502 teachers from 30 Chinese universities filled in the questionnaire designed for the cross-sectional study, which measured teachers' perceptions of the organisational culture in the universities in which they work, their perception of the importance of school policy regarding technology use, and their intention to use technology in teaching. The results of the structural equation modelling indicated that perceived usefulness, attitude towards using technology, organisational culture, and teacher perceptions of the importance of school policy on technology use were significant antecedents to teachers' behavioural intention to use technology. Perceived usefulness and perceived ease of use significantly influenced attitude, and perceived ease of use significantly influenced perceived usefulness. In addition, organisational culture significantly influenced the perceived importance of school policy. The findings enriched the understanding of technology acceptance theories by empirically proving the role of organisational culture and the perceived importance of policy on teachers' technology acceptance in the Chinese context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01