PATH ANALYSIS OF TECHNOLOGY ACCEPTANCE AND TEACHERS’BEHAVIORAL INTENTION ON QUALITY ONLINE LEARNING

Abstract

The aim of this research are to 1) to study the administrators and teachers’ opinions on technology acceptance, in secondary education service area office, 28, Srisaket and Yasotorn. And 2) to analyze the path of the elements of teachers’ technology acceptance and behavioral intention on quality online learning. The researcher collected 252 respondents and analyzed by path analysis. The research results found as follows: 1) There are six components of technology acceptance such as computer anxiety, computer self-Efficacy, system quality, information system, perceived usefulness, and perceived convenience, contributed factors loading significantly at .69 - .89 (Sig .05) including explained the variance simultaneously 73.51%, KMO .90, Chi-Square 3.174 (Sig .000). 2) The path analysis results show that the elements of technology acceptance and teachers’ behavioral intention influenced significantly on quality online learning at .05. Furthermore, computer self-efficacy and system quality and perceived convenience influenced directly on behavioral intention and quality online learning, R² = .22, .32, .35, respectively. Computer anxiety, system quality and perceived usefulness also influenced directly to behavioral intention, R² = .02, .32, .35, respectively. Finally, behavioral intention influenced directly on quality online learning, R² = .29 (e = .58)