University of Oulu

Khong, H., Celik, I., Le, T.T.T. et al. Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey. Educ Inf Technol (2022).

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

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Author: Khong, Hang1; Celik, Ismail2; Le, Tinh T. T.3;
Organizations: 1Faculty of Education, Monash University, Melbourne, Australia
2Learning & Educational Technology Research Unit (LET), University of Oulu, Oulu, Finland
3University of Science and Education, The University of Danang, Danang, Vietnam
4Birmingham City University, Birmingham, UK
5International School, Vietnam National University Hanoi, Hanoi, Vietnam
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1 MB)
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Language: English
Published: Springer Nature, 2022
Publish Date: 2023-05-03


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.

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Series: Education and information technologies
ISSN: 1360-2357
ISSN-E: 1573-7608
ISSN-L: 1360-2357
Issue: Online first
DOI: 10.1007/s10639-022-11417-6
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: Open Access funding enabled and organized by CAUL and its Member Institutions.
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