Skip to main content
SpringerLink
Log in

Effect of teachers’ TPACK on their behavioral intention to use technology: chain mediating effect of technology self-efficacy and attitude toward use

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

A growing number of studies are focusing on the effect of teachers’ knowledge on their behavioral intention to use technology in teaching. This study aims to explore the influence of teachers’ technological pedagogical content knowledge (TPACK) on their behavioral intention to use technology by including their technology self-efficacy and attitude toward use in a chain mediation model. Based on a thorough literature review, this study establishes a theoretical model. Then, data are collected from 314 in-service teachers in primary and secondary schools in two provinces in China and analyzed using structural equation modeling and effect analysis. Results show that (1) the teachers’ technology self-efficacy and attitude toward technology play a crucial independent mediating role in the influence of TPACK on their behavioral intention to use technology, and (2) the teachers’ technology self-efficacy and attitude toward use have a chain mediating effect on the influence of their TPACK on their behavioral intention to use technology. On the basis of the results, this study presents some implications to effectively understand how teachers’ behavioral intention to use technology in teaching can be improved.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data availability

The data are not accessible.

References

  • Ajzen, I. (1991). The theory of planned behavior, organizational behavior and human decision processes. Journal of Lsure Research, 50(2), 176–211.

    Google Scholar 

  • Ariffff, M. S., Yeow, S. M., Zakuan, N., Jusoh, A., & Bahari, A. Z. (2012). The effects of computer self-efficacy and technology acceptance model on behavioral intention in internet banking systems. Procedia - Social and Behavioral Sciences, 57(9), 448–452.

    Google Scholar 

  • Bai, X. M, & Gu, X. Q. (2020). What makes technology hard to be effective in primary and secondary school classrooms? Influencing factors of teachers’ behavioral intention of informationized teaching from cognitive and emotional perspectives. Open Education Research, 26(4), 6–94.

  • Bandura, A. (1977a). Technology self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

    Google Scholar 

  • Bandura, A. (1997b). Self-efficacy: The exercise of control. W. H. Freeman and Company.

  • Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models, Sage, 136–162.

  • Buchner, J., &  Hofmann, M. (2022). The more the better? Comparing two sqd-based learning designs in a teacher training on augmented and virtual reality. International Journal of Educational Technology in Higher Education, 19(24), 1–17.

  • Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 0–42.

    Google Scholar 

  • Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189–211.

    Google Scholar 

  • Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems:theory and results. Doctoral dissertation. MIT Sloan School of Management, Cambridge, MA.

  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340.

    Google Scholar 

  • Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475–487.

    Google Scholar 

  • Dogru, O. (2020). An investigation of Pre-service Visual arts teachers’ perceptions of computer self efficacy and attitudes towards web-based instruction. International Journal of Research in Education and Science, 6(4), 629–637.

    Google Scholar 

  • Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (tpack), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29(2), 147–157.

    Google Scholar 

  • Durak, H. Y. (2021). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 29(7), 1–27.

    Google Scholar 

  • En, N., & Durak, H. Y. (2022). Examining the relationships between English teachers’ lifelong learning tendencies with professional competencies and technology integrating self-efficacy. Education and Information Technologies, 27(5), 5953–5988.

    Google Scholar 

  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavioral: An introduction to theory and research. Philosophy & Rhetoric, 41(4), 842–844.

    Google Scholar 

  • Gu, X., Crook, C., & Spector, M. (2019). Facilitating innovation with technology: Key actors in educational ecosystems. British Journal of Educational Technology, 50(3), 1118–1124.

    Google Scholar 

  • Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the Relationship between teachers’ ICT Self-Efficacy for Educational purposes, collegial collaboration, lack of Facilitation and the Use of ICT in Teaching Practice. Frontiers in Psychology, 9(35), 1–8.

    Google Scholar 

  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223–252.

    Google Scholar 

  • Hur, J. W., Shen, Y. W., Kale, U., & Cullen, T. A. (2015). An exploration of pre-service teachers’ intention to use mobile devices for teaching. International Journal of Mobile & Blended Learning, 7(3), 1–17.

    Google Scholar 

  • Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to Use Technology: TPACK, teacher technology self-efficacy, and Technology Acceptance Model. Educational Technology &Society, 21(3), 48–59.

    Google Scholar 

  • Jose, G. M., & González-Ruiz, I. (2017). Behavioural intention and pre-service mathematics teachers’ technological pedagogical content knowledge. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 600–620.

    Google Scholar 

  • Khlaisang, J., Songkrama, N., Huang, F., & Teoc, T. (2021). Teachers’ perception of the use of mobile technologies with smart applications to enhance students’ thinking skills: A study among primary school teachers in Thailand. Interactive Learning Environment, 1–23.

  • Khlaisang, J., Teo, T., & Huang, F. (2019). Acceptance of a flipped smart application for learning: A study among Thai university students. Interactive Learning Environments, 29(5), 772–789.

    Google Scholar 

  • Kline, R. (2011). Principles and practice of structural equation modelling (3rd ed.).). Guilford Press.

  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content (TPACK)? Journal of Education, 193(3), 13–19.

    Google Scholar 

  • Kwon, K., Ottenbreit-Leftwich, A. T., Sari, A. R., Khlaif, Z., & Gok, F. (2019). Teachers’ self-efficacy matters: Exploring the integration of mobile computing device in middle schools. TechTrends, 63(4), 1–11.

    Google Scholar 

  • Lai, C., Wang, Q., & Huang, X. (2022). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers’ technology adoption. British Journal of Educational Technology, 53(5), 1389–1411.

    Google Scholar 

  • Li, K., Li, Y., & Franklin, T. (2016). Preservice teachers’ intention to adopt technology in their future classrooms. Journal of Educational Computing Research, 54(7), 1–22.

    Google Scholar 

  • Liu, N., & Pu, Q. (2020). Factors influencing learners’ continuance intention toward one to-one online learning. Interactive Learning Environments, 1–23.

  • Li, Y., Wang, Q., & Lei, J. (2019). Modeling Chinese teachers’ attitudes toward using technology for teaching with a SEM Approach. Computers in the Schools, 36(2), 122–141.

    Google Scholar 

  • López-Vargas, O., Duarte-Suárez, L., & Ibáez-Ibáez, J. (2017). Teacher’s computer technology self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(4), 1–14.

    Google Scholar 

  • Marangunić, N., & Granić, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81–95.

    Google Scholar 

  • Mei, B., Brown, G. T. L., & Teo, T. (2018). Toward an understanding of preservice English as a Foreign Language teachers’ acceptance of computer-assisted language learning 2.0 in the people’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104.

    Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 10, 1017–1054.

    Google Scholar 

  • Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology acceptance model. The International Review of Research in Open and Distributed Learning, 19(1), 160–185.

    MathSciNet  Google Scholar 

  • Parkman, S., Litz, D., & Gromik, N. (2018). Examining pre-service teachers’ acceptance of technology-rich learning environments: A Uae case study. Education and Information Technologies, 23(3), 1253–1275.

    Google Scholar 

  • Qiu, C. A., He, H. X., Chen, G. L., & Xiong, M. X. (2022). Preservice teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies, 27(5), 6367–6391.

    Google Scholar 

  • Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80.

    Google Scholar 

  • Schmid, M., Brianza, E., & Petko, D. (2020). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115(4), 1–12.

    Google Scholar 

  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, J. M., & Shin, S. T. (2009). Technological pedagogical content knowledge (TPACK)the development and validation of an assessment instrument for preserves teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Google Scholar 

  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.

    Google Scholar 

  • Sun, P. P., & Mei, B. (2020). Modeling preservice chinese-as-a-second/ foreign-language teachers’ adoption of educational technology: A technology acceptance perspective. Computer Assisted Language Learning, 2, 1–24.

    Google Scholar 

  • Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144–176.

    Google Scholar 

  • Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460–475.

    Google Scholar 

  • Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers’ attitudes towards computer use: A SEM and MIMIC approach. Computers & Education, 94(1), 77–88.

    Google Scholar 

  • Teo, T., Sang, G., Mei, B., & Hoi, C. (2019). Investigating pre-service teachers’ acceptance of web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546.

    Google Scholar 

  • Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 1–15.

    Google Scholar 

  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46–60.

    Google Scholar 

  • Ulas, A., Halim, Yesilyurt, E., Akan, et al. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591–601.

    Google Scholar 

  • Usman, O., Auliya, V., Susita, D., & Marsofiyati (2019). TPACK (Technological Pedagogical Content Knowledge) influence on teacher self efficacy, and perceived usefulness, ease of use and intention to use e-learning technology. 34th International-Business-Information-Management-Association Conference, 6674–6685.

  • Venkatesh, D., & Bala, H. (2008). Technology Acceptance Model 3 and a research agenda on interventions. Decision Science, 39(2), 273–315.

    Google Scholar 

  • Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204.

    Google Scholar 

  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing pre-service teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250.

    Google Scholar 

  • Wang, Q., & Zhao, G. Q. (2021). ICT self-efficacy mediates most effects of university ICT support on preservice teachers’ TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319–2339.

    Google Scholar 

  • Wong, K. T., Hamzah, S. G., Goh, P. S. C., & Yeop, M. A. (2016). Blended e-learning acceptance as smart pedagogical tools: An initial study in Malaysia. Turkish Online Journal of Educational Technology, 15(4), 25–31.

    Google Scholar 

  • Wong, K. T., Teo, T., & Russo, S. (2013). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model. Australasian Journal of Educational Technology, 28(7), 1190–1207.

    Google Scholar 

  • Wu, Y. T., Chai, C. S., & Wang, L. J. (2022). Exploring secondary school teachers’ TPACK for videobased fipped learning: The role of pedagogical beliefs. Education and Information Technologies, 27, 8793–8819.

    Google Scholar 

  • Yang, J., Wang, Q., Wang, J., Huang, M., & Ma, Y. (2019). A study of k-12 teachers’ TPACK on the technology acceptance of e-schoolbag. Interactive Learning Environments, 29(7), 1062–1075.

    Google Scholar 

  • Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171, 1–18.

    Google Scholar 

  • Yerdelen-Damar, S., Boz, Y., & Aydin-Günbatar, S. (2017). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology, 26(4), 1–12.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Technology, Faculty of Teacher Education, Ningxia University, 217 North Wencui Street, Yinchuan, China

    Xuemei Bai

  2. Institute of Education, Tsinghua University, Qinghuayuan, Haidian District, Beijing, China

    Rifa Guo

  3. Department of Educational Information Technology, East China Normal University, 3663 North Zhongshan Road, Shanghai, China

    Xiaoqing Gu

Authors
  1. Xuemei Bai
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Rifa Guo
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Xiaoqing Gu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xiaoqing Gu.

Ethics declarations

Conflict of interest

The authors declare that he has no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

Technology Knowledge (TK)

  1. 1.

    I know how to solve my own technical problems.

  2. 2.

    I can learn technology easily.

  3. 3.

    I know about a lot of different technologies.

  4. 4.

    I have the technical skills that I need to use technology.

  5. 5.

    I have had sufficient opportunities to work with different technologies.

Pedagogical Knowledge (PK)

  1. 6.

    I know how to assess student performance in a classroom.

  2. 7.

    I can adapt my teaching based upon what students currently understand or do not understand.

  3. 8.

    I can adapt my teaching style to different learners.

  4. 9.

    I can assess student learning in multiple ways.

  5. 10.

    I can use a wide range of teaching approaches in a classroom setting.

  6. 11.

    I know how to organize and maintain classroom management.

Content Knowledge (CK)

  1. 12.

    I have sufficient knowledge about my subject matter.

  2. 13.

    I have various ways and strategies of developing my understanding of my subject matter.

  3. 14.

    I can decide on the scope of concepts taught within in my class.

  4. 15.

    I can plan the sequence of concepts taught within my class.

Technological Pedagogical Knowledge (TPK)

  1. 16.

    I can choose technologies that enhance the teaching approaches for a lesson.

  2. 17.

    I can choose technologies that enhance students’ learning for a lesson.

  3. 18.

    I think technology could influence the teaching approaches I use in my classroom.

  4. 19.

    I am thinking critically about how to use technology in my classroom.

  5. 20.

    I can adapt the use of the technologies to different teaching activities.

Technological Content Knowledge (TCK)

  1. 21.

    I know about technologies that I can use for teaching specific concepts in my subject matter.

  2. 22.

    I know how to use technological representations (e.g., multimedia, visual demonstrations, etc.) to demonstrate specific concepts in my subject matter.

  3. 23.

    I can implement curriculum in a technology-rich environment.

  4. 24.

    I can use various courseware programs to deliver instruction (e.g., Blackboard).

Pedagogical Content Knowledge (PCK)

  1. 25.

    I can select effective teaching approaches to guide student thinking and learning in my subject matter.

  2. 26.

    I can distinguish between correct and incorrect problem-solving attempts by students.

  3. 27.

    I can anticipate likely student misconceptions within a particular topic in my subject matter.

  4. 28.

    I can produce lesson plans with a good understanding of the topic in my subject matter.

  5. 29.

    I can assist students in noticing connections between various concepts in a curriculum.

Technological Pedagogical Content Knowledge (TPCK)

  1. 30.

    I can teach lessons that appropriately combine content, technologies, and teaching approaches.

  2. 31.

    I can select technologies to use in my classroom that enhance what I teach, how I teach, and what students learn.

  3. 32.

    I can use instructional strategies that combine content, technologies, and teaching approaches in my classroom.

  4. 33.

    I can provide leadership in helping others to coordinate the use of content, technologies, and teaching approaches at my school and/ or district.

Technology self-efficacy

  1. 34.

    It’s easy for me to use technology in teaching if I want to.

  2. 35.

    I can use technology in my daily lessons even if I don’t have anyone around to help me.

  3. 36.

    It is important for me to be able to use technology independently in my daily teaching.

Attitude toward use

  1. 37.

    I think it is a wise decision to use technology in daily teaching.

  2. 38.

    I’m satisfied with the use of technology in daily teaching.

Behavioral intention

  1. 39.

    I will continue to use technology in my future daily teaching.

  2. 40.

    I intend to use technology more frequently in my future daily teaching.

  3. 41.

    I would advise other teachers to use technology in their daily teaching.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Bai, X., Guo, R. & Gu, X. Effect of teachers’ TPACK on their behavioral intention to use technology: chain mediating effect of technology self-efficacy and attitude toward use. Educ Inf Technol 29, 1013–1032 (2024). https://doi.org/10.1007/s10639-023-12343-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-023-12343-x

Keywords

Search

Navigation