Factors influencing adoption of online teaching by school teachers: A study during COVID‐19 pandemic

The research develops a theoretical model that highlights the determinants of adoption of online teaching at the time of the outbreak of COVID 19. Empirical data was gathered from 643 school teachers by means of an online survey. The proposed conceptual framework was investigated empirically by mean...

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Bibliographic Details
Published in:Journal of Public Affairs 2021-11, Vol.21 (4), p.e2503-n/a
Main Authors: Sangeeta, Tandon, Urvashi
Format: Article
Language:English
Subjects:
Academic Paper
Academic Papers
Attitudes
Behavior
Confirmatory factor analysis
COVID-19
Factor analysis
Influence
Internet
Online instruction
Pandemics
Structural equation modeling
Teachers
Teaching
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Summary:The research develops a theoretical model that highlights the determinants of adoption of online teaching at the time of the outbreak of COVID 19. Empirical data was gathered from 643 school teachers by means of an online survey. The proposed conceptual framework was investigated empirically by means of confirmatory factor analysis (CFA) and structural equation modelling (SEM). The findings of the study revealed performance expectancy, and facilitating conditions had a positive impact on behavioural intention as well as attitude. However, effort expectancy failed to drive teachers' adoption to online teaching. On the other hand, social influence had insignificant relationship with attitude but significant relationship with behavioural intention. Attitude had a significant impact on behavioural intention as well as actual use. This study contributes to the literature by presenting and validating a theory‐driven framework that accentuates the factors influencing online teaching during outbreak of a pandemic.
ISSN:1472-3891
1479-1854
DOI:10.1002/pa.2503