Influence of teacher-perceived organisational culture and school policy on Chinese teachers’ intention to use technology: an extension of technology acceptance model

Abstract

This study aimed to investigate the influences of organisational culture and teachers’ perception of the importance of policy on teachers’ technology acceptance in China. A total of 502 teachers from 30 Chinese universities filled in the questionnaire designed for the cross-sectional study, which measured teachers’ perceptions of the organisational culture in the universities in which they work, their perception of the importance of school policy regarding technology use, and their intention to use technology in teaching. The results of the structural equation modelling indicated that perceived usefulness, attitude towards using technology, organisational culture, and teacher perceptions of the importance of school policy on technology use were significant antecedents to teachers’ behavioural intention to use technology. Perceived usefulness and perceived ease of use significantly influenced attitude, and perceived ease of use significantly influenced perceived usefulness. In addition, organisational culture significantly influenced the perceived importance of school policy. The findings enriched the understanding of technology acceptance theories by empirically proving the role of organisational culture and the perceived importance of policy on teachers’ technology acceptance in the Chinese context.

Appendix A: Constructs and corresponding items

Perceived usefulness (adapted from Davis 1989)

PU1:

Using technology enables me to efficiently use limited class time.

PU2:

Using technology enhances my teaching effectiveness.

PU3:

Using technology enriches my teaching materials.

PU4:

Using technology is useful in my job.

Perceived ease of use (adapted from Davis 1989)

PEU1:

I find it easy to get technology to do what I want to do

PEU2:

I find computers easy to use.

PEU3:

I find technology easy to learn.

PEU4:

I find it easy to become skilful at using technology.

Attitude towards use (adapted from Davis 1989)

AT1:

Technology makes work more interesting.

AT2:

Using technology in teaching is a good idea.

AT3:

Using technology in teaching is a wise choice.

Behavioural intention (adapted from Davis 1989)

BI1:

I will use technology in the future.

BI2:

I plan to use technology often.

BI3:

I will continue using technology.

BI4:

I expect that I will use technology in the future.

BI5:

I am sure I will use technology in the future.

Perceived importance of school technology-related policy (self-written)

PIOP1:

I believe it is important to know about technology-related policy requirements

PIOP2:

I believe it is necessary to know about technology-related policy requirements.

PIOP3:

I believe it is important to do what technology-related policy requires.

Dimensions of organisational culture

Goal orientation (adapted from Staessens 1990)

GO1:

In my university, teachers work together to accomplish common goals

GO2:

Our school team is enthusiastic

GO3:

Teachers support common goals

Leadership (adapted from Hoy and Tarter 1997)

LS1:

My school leaders help teachers use technology in teaching

LS2:

My school leaders praise teachers who use technology in teaching

LS3:

My school leaders explain their reasons for supporting teachers in using technology in teaching

LS4:

My school leaders encourage teachers to use technology in teaching

LS5:

My school leaders support teachers in using technology in teaching

Participative decision making (adapted from Devos et al. 2007)

PDM1:

In my university, leaders confer with teachers before important decisions are made

PDM2:

In my university, teachers can be involved in the decision-making process

PDM3:

In my university, teachers give suggestions for policy proposals

PDM4:

In my university, leaders encourage teachers to take the initiative to give suggestions

PDM5:

In my university, teachers’ opinions are considered in the decision-making process

Formal relationships (adapted from Hoy and Tarter 1997; Staessens 1990)

FR1:

Colleagues work together to find and share good teaching methods

FR2:

Consulting with colleagues provides great support for me

FR3:

To do better in my work, I often work together with colleagues

FR4:

My colleagues ask me what I am currently teaching and how I teach

FR5:

My colleagues share teaching experiences with me

Innovation orientation (adapted from Maslowski 2001)

IO1:

In my university, teachers have a positive attitude towards innovations

IO2:

In my university, teachers have a positive attitude towards new teaching tools and strategies

IO3:

In my university, teachers are expected to have an innovative attitude

IO4:

In my university, teachers are expected to try new teaching methods

IO5:

In my university, teachers are expected to have flexible attitudes towards change and innovations

Shared vision (self-written)

SV1:

In my university, teachers know a great deal about university plans

SV2:

In my university, teachers know what the university is striving for

SV3:

In my university, teachers know what the school aspires to be

SV4:

In my university, teachers are provided with specific suggestions or instructions to achieve their goals

SV5:

In my university, teachers are making joint efforts to realize a shared vision