||Computer Self-efficacy, School Supports and Usage of Information Technology in Taiwan High School Education
||Computer Self-efficacy, School Supports and Usage of Information Technology in Taiwan High School Education
||Institute of International Management (IIMBA--Master)(on the job class)
Technology Acceptance Model (TAM)
Nowadays, high school teachers in Taiwan using computer technology in teaching still need to overcome complex and difficult systems. In particular, teachers always receive tremendous pressures from school management and parents who hope to allow their students to achieve high scores for entering top universities. Generally speaking, in some subjects teachers are still teaching in a traditional style without using information technology. Different teachers have their own attitudes towards using information technology in teaching and act differently. In this research, we propose that computer self-efficacy and school support factors are very important in terms of involving high school teachers to use information technology in education.
The objective of this study is to increase our understanding of high school teachers in Taiwan, in order to involve information technology in teaching. Consequently, this study develops a novel extended TAM model and investigating the effects of computer self-efficacy and school supports in teachers’ usage of information technology in high school education. In doing so, 220 sample sizes are drawn. Based on the finding, the empirical results indicate that computer self-efficacy impact perceived ease of use and perceived usefulness. However, school supports only influence perceived usefulness and not the attitude toward using information technology in education. Moreover, attitude toward using information technology in education had the predominant effect on behavior and intent to use.
TABLE OF CONTENTS I
LIST OF TABLES IV
LIST OF FIGURES V
CHAPTER ONE INTRODUCTION 1
1.1 Research Background and Motivation. 1
1.2 Research Objectives of this Study. 6
1.3 Scope and Limitation of the Study. 7
1.4 Research Organization. 7
CHAPTER TWO LITERATURE REVIEW 9
2.1 Information Technology in Education in Taiwan. 9
2.1.1 The Definition of Information Technology. 9
2.1.2 Development of Information Education in Taiwan. 10
2.1.3 The Basic Information Quality of Teachers. 13
2.1.4 Advantages of Using Information Technology in Teaching. 15
2.2 TRA and TAM. 15
2.2.1 Theory of Reasoned Action (TRA). 15
2.2.2 Technology Acceptance Model (TAM). 16
2.3 Previous Studies Based on TAMs. 17
2.3.1 Related Literature. 17
2.3.2 Computer Self-Efficacy (CSE). 23
2.3.3 School Supports (SS). 26
2.3 Demographic Characteristics. 28
2.3.1 Age. 29
2.3.2 Gender. 29
2.3.3 Teaching Experience. 30
2.3.4 Computer Training. 30
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 32
3.1 The Conceptual Model. 32
3.1.1 Computer Self-Efficacy. 33
3.1.2 Perceived Ease of Use. 34
3.1.3 Perceived Usefulness. 35
3.1.4 School Support. 36
3.1.5 Attitude toward Using. 36
3.2 Questionnaire Design and Construct Measurement. 39
3.2.1 Computer Self-Efficacy. 39
3.2.2 Perceived Usefulness. 40
3.2.3 Perceived Ease of Use. 41
3.2.4 Attitude toward Using. 41
3.2.5 Behavioral Intention to Use. 41
3.2.6 School Support. 42
3.3 Data Analysis Method. 43
3.3.1 Descriptive Statistics Analysis. 43
3.3.2 Reliability Analysis. 43
3.3.3 One-way Analysis of Variance (ANOVA). 44
3.3.4 Confirmatory Factor Analysis (CFA). 44
3.3.5 Structural Equation Modeling (SEM). 45
CHAPTER FOUR RESULTS OF EMPIRICAL ANALYSES 48
4.1 Descriptive Analysis. 48
4.1.1 Data Collection. 48
4.1.2 Characteristics of Respondents. 49
4.2 Factor Analysis and Reliability Test. 53
4.2.1 Factor Analysis. 53
4.2.2 Reliability Analysis. 56
4.3 Comparisons of Research Constructs with Gender, School Type and Age. 58
4.4 Confirmatory Factor Analysis (CFA). 62
4.5 Structural Equation Modeling (SEM). 66
CHAPTER FIVE CONCLUSION AND SUGGESTIONS 73
5.1 Conclusions. 73
5.2 Managerial Implications. 75
5.3 Contribution of this Study. 76
5.4 Research Limitations and Suggestions for Future Research. 77
CHINESE REFERENCES 85
APPENDIX SURVEY QUESTIONNAIRE 86
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