Influence of teacher-perceived organisational culture and school policy on Chinese teachers’ intention to use technology: an extension of technology acceptance model
- 67 Downloads
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.
KeywordsOrganizational culture School policy Intentions to use technology China
We thank for teachers who provided help in this study.
This study was supported by a project titled “Theme-based Teaching of Intercultural College English” (14CWYJ20), funded by Social Science Planning Office of Shandong Province, China.
Compliance with ethical standards
Conflict of interest
The authors have declared that they have no conflict of interest.
- Becker, H. (2001). How are teachers using computers in instruction? Paper presented at the 2001 meeting of the American Educational Research Association. WA: Seattle.Google Scholar
- Carmines, E. G., & McIver, J. P. (1981). Analyzing models with unobserved variables. In G. W. Bohrnstedt & E. F. Borgatta (Eds.), Social measurement: Current issues (pp. 65–115). Beverly Hills, CA: Sage.Google Scholar
- Dawes, L. (2001). What stops teachers using new technology? In M. Leask (Ed.), Issues in teaching using ICT (pp. 61–79). London: Routledge.Google Scholar
- Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.Google Scholar
- DuFour, R., & Berkey, T. (1995). The principal as staff developer. Journal of Staff Development,16(4), 2–6.Google Scholar
- Fishbein, M., & Ajzen, I. (1975a). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.Google Scholar
- Fishbein, M., & Ajzen, I. (1975b). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.Google Scholar
- Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.Google Scholar
- Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar
- Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: SAGE.Google Scholar
- Hofstede, G. (2008). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations (2nd ed.). Shanghai: Shanghai Foreign Language Education Press.Google Scholar
- Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change (Elementary ed.). Thousand Oaks, CA: Corwin Press.Google Scholar
- Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society,21(3), 48–59.Google Scholar
- Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.Google Scholar
- Lim, C. P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education,14(1), 97–125.Google Scholar
- Maslowski, R. (2001). School culture and school performance: An explorative study into the organizational culture of secondary schools and their effects. Twente: Twente University Press.Google Scholar
- Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. London: Routledge.Google Scholar
- Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
- Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). San Francisco, CA: Wiley.Google Scholar
- Staessens, K. (1990). The professional culture in elementary schools in Flanders: An empirical study in reformed primary education (Unpublished doctoral dissertation). Leuven, Belgium: Katholieke Universiteit Leuven.Google Scholar
- Tarhini, A., Hone, K., Liu, X., & Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of e-learning in developing countries: A structural equation modeling of an extended technology acceptance model. Interactive Learning Environments,25(3), 306–328.CrossRefGoogle Scholar
- Teo, T. (2011). Influence of user characteristics on teachers’ intention to use technology: Some research evidence. International Journal of Instructional Media,38(2), 115–124.Google Scholar
- Wang, S. R. (2016). Interpretation of the guidelines on college English teaching. Foreign Language World,3, 2–10.Google Scholar
- Yue, X. (2006). Teaching-researching culture and teachers’ individuality development. Teacher Education Research,18(2), 27–32.Google Scholar