Abstract:

The use of ICT in primary and secondary curricula has spread around the world; however, there has been relatively little research conducted on elucidating the factors that influence the Mainland Chinese in-service teachers’ behavioral intentions regarding the use of ICT in primary and secondary curricula. This research attempts to propose and examine a model to explain the factors that affect in-service teachers’ attitudes and behavioral intentions with regard to the use of ICT in primary and secondary curricula in Mainland China. The hypothesized model is based on the Technology Acceptance Model (TAM), with Management Support (MS), Computer Anxiety (CA), Intrinsic Motivation (IM), and Job Relevance (JR) as external variables. The data were collected via a designed scale from 83 in-service teachers in primary and secondary schools in East China. Path analysis with structural equation modelling (SEM) was used as the main technique for data analysis. This model predicted 73.2% of the variance of behavioral intentions and 63.9% of the variance of the attitude toward using ICT in their curricula. In addition, the results indicate that JR and IM had a significant and positive influence on perceived usefulness and MS had a significant and positive influence on perceived ease of use. The teacher’s attitude toward using ICT is a major determinant to consider in explaining in-service teachers’ behavioral intentions of using ICT in primary and secondary curricula. The theoretical and practical implications that follow from the results are discussed.

Keywords:

Intention of ICT usage, technology acceptance model, in-service teacher, path analysis.