العوامل المؤثرة في تقبل معلمي التكنولوجيا في فلسطين لاستخدام أنظمة إدارة التعلم في ضوء نموذج قبول التكنولوجيا (TAM)‎

Abstract EN

This research aimed at identifying the factors that influence in-service technology teachers in Palestine to accept using Learning Management Systems (LMSs).

To achieve that aim, the researchers used Technology Acceptance Model (TAM) which includes: Perceived Ease of Use (PEU), Perceived Usefulness (PU), Behavioral Intention (BI) to use, as well as Information Quality (IQ), Self-Efficacy (SE), Perceptions of External Control (PEC) and Social Influence (SI) as external variables that may influence in-service technology teachers to accept using LMSs.

A questionnaire that consisted of 35 items was distributed to the sample of the study; i.e., 319 in-service technology teachers in Palestine.

The researchers used regression analysis to investigate the effect of independent variables on the dependent variables in this research.

The study findings showed that there is a statistically significant effect of PEU on PU.

Moreover, PEU and PU influence BI to use.

The study also concluded that there is a statistically significant effect of the external variables: Information Quality, Self-Efficacy, Perceptions of External Control and Social Influence on both PEU and PU that proved to indirectly influence the acceptance of in-service technology teachers to use LMSs.

Furthermore, the study concluded that Technology Acceptance Model (TAM) is appropriate to determine the influential factors in teachers’ use of LMSs in the teaching process.