Technology Acceptance Measure for Teachers:T-TAM
Year: 2014
Type: article
Abstract: Literature has a rich research repertoire investigating determinants of individual technology acceptance and use. Despite its acknowledged importance for successful technology integration, research on teachers’ technology acceptance is rather limited. This study aims to report procedures undertaken through development of “technology acceptance measure for teachers”. Researchers began by investigating technology acceptance theories and factor structures of scales based on these theories. Confirmatory statistical procedures conducted with three different samples (n1=436, n2=440, n3=2122) resulted in a 37item scale structured around 11 factors: Perceived usefulness, perceived ease of use, attitude towards use, subjective norms, self-efficacy, facilitating conditions, technological complexity, anxiety, perceived enjoyment, compatibility, behavioural intention. The fit of measurement model was tested using SPSS AMOS 21. Data passed both univariate and multivariate normality tests. Measurement model was tested using absolute, parsimony and comparative fit indexes. Furthermore, validity of the model was tested using two-staged convergent and discriminant validity procedures. The factor structure of measurement model was investigated through confirmatory factor analysis in which alternative models were investigated and measurement invariance for subgroups was tested. Consequently, Teacher Technology Acceptance Measure (T-TAM) scale’s statistical model was thoroughly investigated through parsimonious statistical procedures. The model’s explanation power is expected to change with respect to sample characteristics. Researchers suggest further administrations with different sample characteristics to foster estimation power and validity of the measurement model.
DOI: 10.17244/eku.30431
Authors: Ömer Faruk Ursavaş, Sami Şahin, David McIlroy
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1929019035