The Role of Behavioral, Normative, and Control Beliefs in Predicting the Constructs of the Davis’s Technology Acceptance Model in High School Teachers

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Khaleghiyan Fatemeh; Ahmadi Deh Ghotbaddini Mohammad

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: Technology and Scholarship in Education Year:2023 | Volume:3 | Issue:3 Page(s): 25-36

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Title

The Role of Behavioral, Normative, and Control Beliefs in Predicting the Constructs of the Davis’s Technology Acceptance Model in High School Teachers

Author(s)

Khaleghiyan Fatemeh | Ahmadi Deh Ghotbaddini Mohammad | Issue Writer Certificate

Keywords

Davis' technology acceptance model

planned behavior model

Behavioral Beliefs

Normative Beliefs

Autonomy

Abstract

This study was conducted to investigate the role of Behavioral Beliefs, Normative Beliefs, and Autonomy in predicting the constructs of the technology acceptance model. The research method was correlational and 200 teachers were selected from among 410 middle school teachers of the second high school of Rafsanjan city using the accessible sampling method. To measure the constructs of the technology acceptance model from the components of studies by Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016), and Behavioral Beliefs by Holden and Karsh (2010); Normative Beliefs by Iyigun et al. (2016) Autonomy by Firat (2016) were used. Pearson's correlation coefficient and path analysis were used for analysis. The results showed the direct effect of behavioral intention and Normative Beliefs on the actual use of technology; the direct effect of perceived usefulness and Behavioral Beliefs on behavioral intention; The direct effect of perceived usefulness, Behavioral Beliefs, and Autonomy on the attitude towards the use of technology; the direct effect of perceived ease and Behavioral Beliefs on perceived usefulness; The direct effect of normative, behavioral and Autonomy on teachers' perceived ease and usefulness in teaching was positive and significant. The simple mediation results also showed that behavioral intention has a positive and significant mediating role between Behavioral Beliefs and actual use and between perceived usefulness and actual use; Perceived ease has a positive and significant mediating role between Behavioral Beliefs and perceived usefulness, between Normative Beliefs and perceived usefulness, and between Autonomy and perceived usefulness. Therefore, the results of the teacher's beliefs and Autonomy play an important role in the acceptance of technology, especially in the ease and usefulness of understanding technology in teaching teachers.

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