On the Role of Teachers’ Acceptance, Continuance Intention and Self-Efficacy in the Use of Digital Technologies in Teaching Practices

Abstract

The COVID-19 pandemic has brought revolutionary changes in many spheres of life including the higher education sector, which has seen a major paradigm shift. The response to this has been in the form of switching to, or adopting the online teaching-learning methodologies for higher education in India. This study is a formal attempt to examine the influence of Perceived Usefulness (PU), Perceived Ease of Use (PEU), attitude, and Facilitating Conditions (FC) on the Continuance Intention (CIU) of the teacher for the use of various digital technologies in teaching practices. With the deployment of Technology Acceptance Model (TAM) as a base, we present a model with six different inter-related constructs. The data for empirical investigations is sourced from nearly 250 respondents. Data analysis is carried out in two steps: a) Confirmatory Factor Analysis (CFA), and b) path analysis with Structural Equation Modelling (SEM). Reliability Analysis (RA) is done using Cronbach’s Alpha test. Data analysis reveals that FC and PEU significantly affect CIU to use digital technologies, which affects the Actual Use (AU). Also, the role of Self-efficacy (SE) as a moderating variable between CIU and AU for digital technologies in the study has been found to be significant.