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facilitating condition pandemic pls sem technology acceptance model tpack self efficacy

Indonesian Teachers' Acceptance on Online Teaching Technology During the COVID-19 Pandemic

Bisri Musthofa , I Nyoman Sudana Degeng , Punaji Setyosari , Sulthoni

This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating cond.

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This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating conditions on teacher adoption of online teaching technology during the COVID-19 pandemic. It employs explanatory research to characterize the effect of external variables on the variables of the technology acceptance model. 240 high school teachers filled out Google Forms survey questionnaires for six research variables and analyzed by the SmartPLS program. The result indicates that attitude and perceived usefulness significantly and positively influence behavioral intention. Perceived usefulness and ease of use have a strong positive effect on attitude. Furthermore, perceived ease of use has a considerable effect on perceived usefulness. Perceived usefulness and ease of use are not significantly influenced by external variables. Facilitating conditions significantly positively affect behavioral intention, whereas TPACK self-efficacy negatively affects behavioral intention.

Keywords: Facilitating condition, pandemic, PLS-SEM, technology acceptance model, TPACK self-efficacy.

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