The Influencing Factors of Technology Usage Behavior Intention Among Teachers in Rural Areas: A Case Study of Faku County Middle School in Shenyang City, Liaoning Province, China
Keywords:
Behavioral Intention to Use Technology, Constructivist Teaching Belief, Perceived Ease of Use, Value Beliefs, Self-Efficacy, Social Influence, Strategic PlanAbstract
This study aims to understand what factors influence vocational college teachers in Objective: To study the impact of six independent variables (Constructivist teaching belief, Perceived ease of use, Self-efficacy, Social influence Subjective norm, Value beliefs) on one dependent variable (Behavioral intention to use technology). In addition, it aims to identify significant differences between variables. Research design, data, and methods: The study utilized the effectiveness of Index of Objective Consistency (IOC) and the reliability of Cronbach's Alpha pilot scale (n=30). Using multiple linear regression method to analyze the effective responses of 100 teachers from three junior high schools in Faku County and verify the significant relationship between variables. Afterwards, a group of 30 teachers received a 14-week strategic plan (SP). Then, compare the quantitative results of the post strategic plan and the pre strategic plan in paired sample t-tests. Result: In multiple linear regression, studies have shown that constructivist teaching belief, perceived ease of use, value beliefs, and social influence have an impact on the behavior of teachers using educational technology. However, subjective norm and self-efficacy did not have a significant impact. Finally, the comparison results of paired sample t-tests indicate significant differences in the teachers’ behavioral intention to use technology during the post strategic planning and pre strategic planning stages.
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